Alfabetização/letramento nos anos iniciais do ensino fundamental: desafios, práticas e estratégias em destaque no período pandêmico

Abstract

This study focused on discussions addressing the commitments used under the denomination of teaching strategies and practices regarding literacy during the pandemic period. We aimed to unveil part of the advocacy process regarding the importance of the theme and its singularities, particularly during the extremely complex period experienced during social isolation from 2020 to 2022. The ongoing proposition intends to answer the following question: What teaching strategies and practices were implemented and/or aimed at children in literacy classes during the pandemic? What does the national production say? This is a qualitative bibliographic research, also referred to by Ferreira (2002) as a state of knowledge, conducted in the Brazilian Journal of Literacy (BJL), a semiannual scientific journal created in 2015, within the time frame of 2020 to 2023/1. The search expressions: Pandemic challenges; teaching strategies and practices in and for literacy. In this investigative exercise in the BJL, 10 articles were selected, which addressed the researched theme, distributed within the mentioned time frame. The signaling that emerges from the selected articles based on the criteria defined for this study are findings of the limits, the unpredictability of educational processes, in the face of emergency situations experienced according to what was experienced in Covid_19. Although the short time for adaptation and insufficient training, it is possible to affirm the dedication and commitment of those involved and their resilience in adapting to the remote teaching model. Despite these circumstances, teachers spared no effort to face the challenges of teaching literacy to children remotely. These efforts, formative movements, endorsed changes of different orders in educational processes. The insertion of applications, aiming to fill the gap of physical proximity, curtailed by isolation, did not override the demands of parents, the presence of teachers in different situations. There is also an affective movement of seeking the school to develop activities to be carried out by children, listening to teachers who were also experiencing contradictions alongside families. The above, although contradictory, reinforced a reflection that needs to be situated amid the multiple incursions that were occurring, given the diversity of this: there is only teaching if there is learning, as Freire (1999) famously stated. The investigated and mapped production signals multiple possibilities, prospecting the need for the continuity of these studies, given the impacts resulting from the experienced interactive gap.