Learning recovery strategies in literacy after the pandemic: an experience report in schools in a municipal network in northern Santa Catarina State

• DOI: https://doi.org/10.22533/at.ed.5585225160115

• Palavras-chave: School reinforcement. Recovery. Learning recovery.

• Keywords: School reinforcement. Recovery. Learning recovery.

• Abstract:

  This paper presents the results of the Aprender Mais (School Reinforcement) Project, implemented post-pandemic in 2022, as a priority action aimed at guaranteeing the full right to learn for all students with learning gaps, difficulties and disorders enrolled in schools in a municipal network in northern Santa Catarina. In order to develop actions to restore and recover learning, the education professionals involved in the School Reinforcement Program received continuing training based on the precepts of Neuroscience and Psychology applied to Education, in order to stimulate the target audience of Aprender Mais, which made it possible for the analysis of data and the preparation of lesson plans applied during this period to stimulate students as active subjects and autonomous shapers of their learning. Structured in accordance with the Federal Constitution, the National Education Guidelines and Bases Law, and using the results obtained by the Municipal Education Network, as well as data from the Brazilian Institute of Research, Geography and Statistics (IBGE), the Aprender Mais (Learn More) Project was drawn up in accordance with the Curriculum and Unique Regulations of the Municipal Education Network's School Units. The results of this study show that the strategies used to enhance learning, such as: teacher training, personalization of teaching, diversification of resources, as well as intervention in productive groupings, are essential for reducing learning gaps and difficulties and thus achieving successful academic development.