Literacy and remote teaching: Possibilities and perspectives
Due to the restrictions set by the coronavirus pandemic, providing literacy and alphabetization on distance, has been an challenge for the teachers, children and their familly. The context of literacy and remote teaching in the schools of the city of São Paulo was contextualized, after students rece...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP) |
| Repositorio: | Doxa - Revista Brasileira de Psicologia e Educação (Araraquara. Online) |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/16858 |
| Acceso en línea: | https://periodicos.fclar.unesp.br/doxa/article/view/16858 |
| Access Level: | acceso abierto |
| Palabra clave: | Alphabetization and literacy Remote teaching Pandemic Alfabetización y literacidad Enseñanza remota Pandemia Alfabetização e letramento Ensino remoto |
| Sumario: | Due to the restrictions set by the coronavirus pandemic, providing literacy and alphabetization on distance, has been an challenge for the teachers, children and their familly. The context of literacy and remote teaching in the schools of the city of São Paulo was contextualized, after students received tablets in other to access the learning digital platform. By using the documental analysis method in a qualitative research and a systematic review of virtuals questionnaires aimed to the primary education literacy teachers - 1o to 3o grade – the research investigated if the resources that were aviable certified effectively educational rights for children. From the analysis of the data collected, it was found that the investment was an important milestone for the municipality to expand new pedagogical practices in its schools, but difficulties inherent to this form of teaching did not allow progress in literacy for most students. |
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