A alfabetização no contexto pós-pandêmico: reflexões com professoras dos 1º aos 3º anos de escolas municipais em Santa Maria/RS

Abstract

The study focuses on the challenges experienced by elementary school teachers in the literacy cycle of two municipal schools in Santa Maria during the two years following the period of social isolation. The theoretical framework is based on the works of Goulart (2004), Teberosky (1999), Ferreiro (1999), and Mortatti (2004). The research methodology is characterized as qualitative, employing interviews to gain a deeper understanding of the studied phenomenon. The general objective is to comprehend the processes involved in the organization of pedagogical work in initial literacy, spanning from 1st to 3rd grade. Specific objectives include identifying pedagogical strategies adopted in literacy cycle classes for the development of reading and writing activities, examining how the organization of student groups contributes to literacy learning, and recognizing the challenges faced by educators in addressing age/grade learning gaps. In the interpretative process, we started from the category of literacy development, which unfolds in two dimensios: the organization of pdagogical work and age-year lag. Based on the defined dimensions, we interviewed theachers from two schools. One with less social vulnerability, Where students and their families, Leading to setbacks. Other issues were also emphasized, such as class imbalances, lack of provided resource, the Family-school relationship, as well as the need to consider methodologies focused on play and playfulness in the literacy cycle. Finally there was a highlight regarding the retention of third-year students who did not overcome setbacks experienced during the pandemic, greatly worring the teachers. This was due to the lack of school experiences, placing the responsability for their learning on the children.