Alfabetização e letramentos em tempos de pandemia: uma análise de relatos de experiência

Abstract

This paper presents the results of a bibliographical research that used theoretical references on emergency remote teaching in the context of the Covid-19 pandemic experienced in 2020/2021, which greatly limited the teacher's work. The objective is to analyze reports of experiences of reading and writing practices during the pandemic using technologies. To achieve this goal, the qualitative study defined three experimental reports whose main discussion is the possibility of using digital technologies as allies of education to promote reading and writing practices that can help the literacy and literacy process from soares and Coscarelli's perspective. Such reports refer to experiences experienced by schools and teachers during the pandemic. As results of the study, it can be mentioned that, although the use of digital technologies is still timid, such resources are pointed out by the authors of the reports as extremely important during remote teaching coming from the Covid-19 pandemic. The actions developed by the school institutions analyzed in the reports adhered to digital media to ensure the teaching-learning process of students and enable reading and writing skills to be worked. It can be said that digital technology, especially in view of this context generated by the pandemic, is an ally of the educational system being of great importance in remote education in order to enable children in the literacy and literacy phase to continue the process of acquisition and development of reading and writing even during the social distancing caused by the Covid-19 pandemic.