Os efeitos da pandemia no processo da alfabetização das crianças: elementos de contextualização a partir da perspectiva docente

Abstract

In this work, we raise the question about the development of activities with elementary school children in the early years, in view of their literacy process, which must continue without interruption and end in the 2nd year. It is understood that literacy is a complex process and requires continuity of learning in order to respect the different times of children's development. That said,this paper aims to report the evaluation of the literacy process of children in the 2nd year of the literacy cycle in remote education in the context of the Covid-19 pandemic in a public school in Fortaleza, from the teaching perspective. The methodology used was based on the design of a case study, as it preserves a unitary character in a particular scenario. As a contribution to the documentary examination, we used the guiding documents of the Municipal Department of Education (SME) on the regulation of activities during the Covid-19 pandemic, as well as the official documents of the National Common Curricular Base - BNCC (2019) and the Curricular Document Reference of Ceará (2019). To understand and situate the evaluation and literacy process, the works of Albuquerque and Morais (2007) and Soares (2009) were used. Based on this theoretical and documentary framework, it will be reported, through the teaching perspective of a public school in Fortaleza, the evaluation process with children of the 2nd year of the literacy cycle during the remote education of 2020.