DESDOBRAMENTO PÓS-PANDÊMICO DA COVID-19 NA LEITURA E ESCRITA DE ESTUDANTES DOS ANOS FINAIS DO ENSINO FUNDAMENTAL DE UMA ESCOLA PÚBLICA

Abstract

Since March 2020, face-to-face classes have been interrupted in public schools due to the Covid-19 pandemic. This led to the adoption of online/remote teaching until the first semester of 2021, followed by hybrid teaching in the second semester, as per Ministry of Education and Health guidelines. This study explores the post-pandemic impact on the writing and reading of students in the end of elementary school. Observations and analyzes carried out during the study indicate that, in the 6th year, 9% of students face difficulties in reading fluently, a percentage that remains in the 7th year, decreasing to 7% in the 8th year and 6% in the 9th year. Action plans were developed to effectively address this deficit, aligned with the possibilities of the state education network. It is concluded that a restructuring of the teaching method is necessary, considering family, school and social factors. Seeking to serve half of the students who are having difficulties daily with a system of alternating shifts, prioritizing those without internet access or with learning difficulties. With the return of in-person classes starting in 2022, the deficit in reading and writing became evident in students in the final years of elementary school.