Alfabetização de crianças do 3º ano do ensino fundamental pós-ensino remoto nas escolas estaduais do município de Ijuí/RS

Abstract

This dissertation, entitled "Literacy of children of the 3rd year of Elementary School PostRemote Learning in the State Schools of the Municipality of Ijuí/RS", was carried out by the bias of the qualitative approach, with the main objective of understanding the reasons why some children, from the perspective of their teachers, are not literate until the end of the 3rd year of Elementary School in the municipality of Ijuí/RS. Thus, the research was organized in four stages: bibliographic research, State of Knowledge research, documentary research and field research. The bibliographic research is based on the discussion on literacy methods, using, for this, authors such as Cagliari (1999), Mortatti (2006) and Ferreiro and Teberosky (1985). The State of Knowledge research was proposed with the intention of drawing an overview of theses and dissertations recently published on the same theme of this study, seeking to present the main trends and approaches when other researchers write about this subject and showing to what extent the present research approaches, distances and advances in relation to what has already been produced on the subject. The documentary research analyzes the main recent and current national legislations that guide the work with literacy in schools in the country, as well as presents a synthesis of the main and most contemporary public policies for the training of literacy teachers. The field research was carried out with literacy teachers who teach with classes of the 3rd year of Elementary School of the State Education network in the municipality of Ijuí/RS. To this end, a questionnaire was prepared with 11 questions to be delivered to 10 teachers, distributed in nine state schools in the municipality, being two schools in the rural environment, two schools in the periphery, two in the central urban area and three others distributed in the non-central urban area and not in the periphery. The intention of the field research was to analyze, from the perspective of the literacy teachers participating in the research, the reason they believe that made their students reach the end of the 3rd year of elementary school without being literate. The analysis of the teachers' responses was based on Bardin's (2016) Content Analysis procedures. From the analysis of the empirical material, it was found that there are several factors that, from the teachers' perspective, caused the students of the 3rd year of elementary school to reach the end of the school year without being conventionally reading and writing. The main causes that hindered literacy in the 3rd year of elementary school, according to them, were the Covid-19 pandemic, students attending Specialized Educational Assistance (AEE), social/family problems and students who do not attend classes daily. It is concluded that these children remained two years doing remote activities, with teaching restricted to the family environment, where many had no pedagogical training and/or no technological structure to follow online classes. In this perspective, post-remote teaching confirmed the importance of the school and the teacher for literacy. In view of these findings, investments in Public Policies for pedagogical training for literacy teachers are necessary to choose the best methodological strategies for teaching and learning reading and writing. Attending to the requirements of the Professional Master's Degree in Education (MPE), a report was carried out with the results of the field research, addressing the teachers participating in the research, as well as the 36th Regional Education Coordination (CRE) of the municipality of Ijuí/RS.