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

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.