The consequences of Covid-19 for children’s literacy
The Covid-19 pandemic meant that teaching began to be mediated by digital technologies and remote teaching, however, there were no necessary structures for such a change, making the literacy process for students, especially those at public schools, difficult. The objective of this study was to under...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Recursos: | Universidade Estadual do Ceará (UECE) |
| Repositorio: | Revista de Instrumentos, Modelos e Políticas em Avaliação Educacional |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistas.uece.br:article/11438 |
| Acesso em linha: | https://revistas.uece.br/index.php/impa/article/view/11438 |
| Access Level: | acceso abierto |
| Palavra-chave: | Alfabetização Ensino Aprendizagem Pandemia Literacy Teaching Apprenticeship Pandemic Literatura. Enseñando. Aprendiendo. Pandemia. |
| Resumo: | The Covid-19 pandemic meant that teaching began to be mediated by digital technologies and remote teaching, however, there were no necessary structures for such a change, making the literacy process for students, especially those at public schools, difficult. The objective of this study was to understand the consequences of the pandemic for children's literacy. The methodology is qualitative in nature. A bibliographical review was carried out targeting works that appear in the Google Scholar database. The results showed that the lack of prior planning, necessary teacher training, unequal access to remote classes and other conditions imposed by the pandemic left marks that continue to challenge education even after the resumption of in-person classes. It was concluded that it is necessary to prioritize efforts to create greater equity in classes and to build strategies and policies that consider the impacts of the pandemic, ensuring quality education for all. |
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