OS REFLEXOS DA PANDEMIA NO PROCESSO DE ALFABETIZAÇÃO DE CRIANÇAS QUE VIVENCIARAM O ENSINO REMOTO EMERGENCIAL

Abstract

This document presents the results of an education research carried out in the municipality of Morrinhos – GO. The objective of the research was to investigate how the literacy process occurred in children who started elementary school during the Covid-19 pandemic through remote teaching, highlighting which skills in the literacy process are present, considering the indications from BNCC (Brazil , 2018). We assume that remote teaching was a challenge in the literacy process for children who started primary school during the Covid-19 pandemic. To this end, this research is qualitative in nature, involving bibliographical research and field research. Information collection began after approval by the IF Goiano Research Ethics Committee. The participating population consisted of 3 teachers, 45 parents/guardians and 45 students in the 4th year of elementary school, from the following schools: Escola Municipal Dom Bosco; Professor Humberto Jacinto Pereira Municipal School; and Escola Municipal Professora Mary do Carmo, located in the municipality of Morrinhos, GO. The corpus of analysis was obtained from information collected through a questionnaire filled out by students and their parents/guardians, interviews with teachers and diagnostic learning assessment carried out with students. As a theoretical reference, studies by Emília Ferreiro and Ana Teberosky (1999), Magda Soares (2016) and the BNCC assumptions about literacy were used. At the end of this research, we found a considerable number of children who are in the 4th year of elementary school (in 2023) and have low performance in writing and reading skills, guided by the concept of literacy contained in the BNCC (Brazil, 2018 ), which suggests the need to think about future studies on this topic, which involve topics such as preparing literacy teachers to understand the impacts of the pandemic on literacy, and which strategies can be efficient in repairing these impacts; the need for reflections on the curricular structure of school education, considering the learning gaps in which students of the same grade/age currently find themselves; and the planning of public policies that aim to reduce the wide-open inequalities in education during the Covid-19 pandemic, giving children equity and social quality in the provision of school education, during and after the literacy phase.