Literacy teachers carrying reading and writing on the sieve, in the context of the Covid-19 pandemic and post-pandemic

reflections between the waters of Marajó and Pantanal

Authors

DOI:

https://doi.org/10.28998/2175-6600.2024v16n38pe17961

Keywords:

Literacy., COVID-19 pandemic, Post-pandemic

Abstract

The article reflects on the experiences of literacy teachers in the context of the pandemic and post-pandemic in two states in Brazil that make up the national research of the literacy research network – AlfaRede: Pará and Mato Grosso do Sul, based on the analysis of a live. The following procedures were taken: (i) transcription of the live in full; (ii) floating reading; (iii) categorization into nuclei of understanding based on the recurrences and singularities present in the reports of each teacher, which was transcribed in full and categorized into nuclei of understanding, pointing out recurrences and singularities present in the reports of each of them. From the analysis undertaken, it was possible to identify important elements such as: (i) the need to reinvent, innovate, give new meaning to each action, planning, intentionality in the face of challenges. (ii) respect for the child's integral development, with the teachers' clarity regarding the importance of playfulness and the concept of learning and literacy being explicit. (iii) Children's literature as an articulating axis in actions related to the appropriation of reading and writing, which also stood out both during the pandemic and when classes returned in person.  The authorial, collaborative and collective work allowed a dialogical and reflective movement, caring for the teaching and learning process and the people involved in the training path. Therefore, the need to enhance dialogue between university and school teachers, state and municipal education departments in guaranteeing the human right to reading, writing and literature is increasingly reaffirmed.

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Author Biography

Márcia Regina do Nascimento Sambugari, Universidade Federal de Mato Grosso do Sul (UFMS)

Doutora em Educação pela Pontifícia Universidade Católica de São Paulo (PUC-SP). Professora Associada da Universidade Federal do Mato Grosso do Sul (UFMS), Câmpus do Pantanal (CPAN) com atuação no curso de Pedagogia e no Programa de Pós Graduação em Educação (PPGE/CPAN). Líder do Grupo de estudos e pesquisa sobre formação e práticas docentes (Forprat). Coordendora do Laboratório de Estudos e Pesquisa em Pedagogia e Educação Social.

References

ALFAREDE – Rede de Pesquisa em alfabetização, 2024. Disponível em: https://www.alfarede.net.br/. Acesso em 8 jul. 2024.

ALFABETIZAÇÃO em rede: uma investigação sobre o ensino remoto da alfabetização na pandemia covid-19 - relatório técnico (parcial). Revista Brasileira de Alfabetização, n. 13, p. 185-201, 3 dez. 2020. Disponível em: https://revistaabalf.com.br/index.html/index.php/rabalf/article/view/465. Acesso em 8 jul. 2024.

BARROS, Manoel de. Exercícios de ser criança. São Paulo: Companhia das Letras, 1999.

MACEDO, Maria do Socorro Alencar Nunes (org.) Retratos da alfabetização na pandemia da COVID-19: resultados de uma pesquisa em rede. 1. ed. São Paulo: Parábola, 2022.

MACEDO, Maria do Socorro Alencar Nunes; PORTO, Gilceane Caetano. Dossiê Alfabetização e docência em tempos de pandemia. Cadernos de Educação, n. 66, 14 dez. 2022. Disponível em: https://periodicos.ufpel.edu.br/index.php/caduc/article/view/23985. Acesso em 8 jul. 2024.

MACEDO, Maria do Socorro Alencar Nunes et al. (org.). Retratos da alfabetização no pós-pandemia: resultados de uma pesquisa em rede. Curitiba: CRV, 2024.

PROFESSORAS alfabetizadoras carregando leitura e escrita na peneira no contexto da pandemia: relatos entre as águas do Marajó e do Pantanal. 2022. 1 vídeo (84 min). Publicado pelo canal You Tube, LASEA - Elizabeth Orofino, Live, 18 de novembro 2022. Disponível em: https://www.youtube.com/watch?v=hzudkdOTRMY. Acesso em 8 jul. 2024.

Published

2024-11-10

How to Cite

LUCIO, Elizabeth Orofino; SOUZA, Regina Aparecida Marques de; SAMBUGARI, Márcia Regina do Nascimento. Literacy teachers carrying reading and writing on the sieve, in the context of the Covid-19 pandemic and post-pandemic: reflections between the waters of Marajó and Pantanal. Debates em Educação, [S. l.], v. 16, n. 38, p. e17961, 2024. DOI: 10.28998/2175-6600.2024v16n38pe17961. Disponível em: https://seer.ufal.br/index.php/debateseducacao/article/view/17961. Acesso em: 13 nov. 2024.

Issue

Section

Dossiê: Alfabetização no pós-pandemia: políticas, discursos e práticas

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