FRAGILIDADES ESTRUTURAI DO ENSINO REMOTO PARA ALUNOS DA ZONA RURAL QUE ESTAVAM NO PROCESSO DE ALFABETIZAÇÃO E LETRAMENTO

Abstract

The Covid-19 pandemic has impacted all spheres of society, including schools. Knowing this, a bibliographic survey of a basic nature was carried out, in order to understand the impacts on the learning of Elementary School students (1st and 2nd years) who reside/resided in rural areas during the pandemic, since they were in the process of literacy and literacy, as well as knowing the main structural weaknesses of Remote Learning. In order to understand the subject, legislation and documents that guide education were used, such as the Federal Constitution of 1988, the Law of Directives and Bases of National Education (LDB, Law n. 9,394/96); also the theorist Vygotsky (1987); and authors like Cunha; Silva; Silva (2020); Rolim (2022); Soares (2004); Soares (2012), among others, which support this article. The results show that rural students already face several challenges to access education and stay in schools, and with the Covid-19 pandemic, the situation has become even more critical, as some students do not even have access to electricity. at home, what to say about internet access and appropriate technological devices for educational use. Also, the Remote Classes were not fully efficient because they did not meet the particularities of the students, especially those who were learning to read and write, as well as to make use of reading and writing. In the final considerations, it is highlighted that the structural weaknesses are numerous and this compromised student learning, thus increasing social inequality. Urgent measures are needed to address the learning gap in reading and writing.