Leitura e escrita no ensino fundamental: reflexões e práticas do ensino remoto emergencial

Abstract

This work consists of an experience report, a study of an applied nature, in the format of action research, of a qualitative nature, whose proposal is to reflect on alternatives and possibilities of actions/tools for teaching reading and writing, in the context of remote teaching emergency – ERE. It is the result of proposing a research project that dialogues with the axes of reading and writing, central themes of the specialization course in Portuguese Language: theories and practices in teaching reading and text production, at the Faculty of Arts, Federal University of Minas Gerais (UFMG) - Proleitura. It is presented as an alternative intervention proposal, for the continuity of the institutional project, in a school of the Municipal Network of Belo Horizonte, whose cut was made for classes from thest to the 5th year of the institution, 1st and 2nd cycles of Elementary School. Given the emergency demand for a new teaching format, due to the COVID-19 pandemic, and the impacts caused by the suspension of face-to-face classes in this new context, the search for new teaching strategies for students was a necessary demand, for the continuity of the actions already in progress at the school, before the pandemic period. The work highlights the challenges of reaching students through non-face-to-face means - adverse to the modality regularly developed in this stage of Basic Education, legally foreseen for fundamental education - and proper to the remote format, in which the use of digital technologies started to make up the universe of the school as teaching and learning resources, in a more evident way. The work clarifies the concept of emergency remote teaching, to the detriment of other modalities, such as hybrid teaching and distance education. It highlights the multimodal nature of texts read/heard/written and that circulate in the information and communication society, using a linguistic and literary approach, in which it proposes actions to encourage reading and textual production practices, aligned with the school curriculum for students. training cycles contemplated by the research. The results described reveal instabilities in the course of application, which converge with the lack of planning and preparation, typical of emergency use, both for the school and its professionals, as well as for students and their families. However, it highlights the importance of the work carried out, even if of low scope, whose consequences certainly impacted the reality and structure of the traditional school and give new nuances to teaching and learning, after the return of face-to-face classes.

Keywords: Reading and Writing. Emergency Remote Teaching.