From Remote to In-Person Learning (2020-2023): the effects of the pandemic on the literacy process in a public school in Santa Catarina
This research, part of the national initiative Alfabetização em Rede - ALFAREDE, examines the impact of the Covid-19 pandemic on children's literacy in a public state school in Santa Catarina during and after the suspension of in-person classes (2020-2023). The study, grounded in historical-dia...
| Autores: | , |
|---|---|
| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Recursos: | Universidade Federal de Alagoas (UFAL) |
| Repositorio: | Debates em Educação |
| Idioma: | portugués |
| OAI Identifier: | oai:www.seer.ufal.br:article/17973 |
| Acesso em linha: | https://www.seer.ufal.br/index.php/debateseducacao/article/view/17973 |
| Access Level: | acceso abierto |
| Palavra-chave: | Literacy Pandemic Emergency remote teaching Pedagogical practice Alfabetización Pandemia Enseñanza remota de emergencia Prática pedagógica Alfabetização Ensino Remoto Emergencial Práticas pedagógicas. |
| Resumo: | This research, part of the national initiative Alfabetização em Rede - ALFAREDE, examines the impact of the Covid-19 pandemic on children's literacy in a public state school in Santa Catarina during and after the suspension of in-person classes (2020-2023). The study, grounded in historical-dialectical materialism, was conducted in a school in Jaguaruna/SC, involving two 4th-grade classes with 16 children, their parents, and teachers. Data were collected through semi-structured interviews and analyzed based on Historical-Cultural Theory and research on language and literacy. The results show that the dedication of teachers and family support were crucial in overcoming the challenges of remote learning, maintaining children's interest, and monitoring their progress. It is concluded that school-family collaboration and pedagogical adaptations were essential in mitigating the negative effects and promoting learning. |
|---|