Literacy and Emergency Remote Teaching: review of an effective teaching practice

• DOI: https://doi.org/10.22533/at.ed.5584132403042

• Palavras-chave: Literacy; Literacy; Covid-19 pandemic; Teaching methodology.

• Keywords: Literacy; Literacy; Covid-19 pandemic; Teaching methodology.

• Abstract:

  The complexity of the literacy process is notorious, even in favorable teaching-learning conditions. During the period of social distancing and consequent closure of schools, caused by the Covid-19 Pandemic, from March to October 2020, different pedagogical practices had to be applied in favor of student learning, adding challenges to those that already existed normally. Thus, this work aimed to share the actions carried out in this context, in order to direct the work of those who guide the literacy process. Therefore, the objective of this study was to describe the literacy methodology applied by a private school in Ribeirão Preto, pointing out the fundamental points that made it effective. This study took into consideration, the existing literature on literacy and literacy methodologies, as well as the little public research on the period of Emergency Remote Teaching. The data collection instrument was documentary research, investigating the institution's own documents, prior to and concomitant with the pandemic. The systematization of the alphabetic code associated with the child's insertion into the literate world effectively, during Emergency Remote Education, depended on the joint action of school management, teachers and other members of the school community, and the technological structure provided by the institution and families. Thus, the results obtained in the research show that classes specific to the individualities of each student added to the contextualization of literacy were the essential points for the fulfillment and effectiveness of literacy in the 1st year classes of Elementary School.