Alfabetização e leitura literária em uma escola do município de São Gonçalo na pós-pandemia

Abstract

This research aimed to analyze the literacy process in a public school in the municipality of São Gonçalo - RJ, in the aftermath of the pandemic, with the objectives of understanding the challenges faced in returning to face-to-face classes and contributing to advances in student learning, through the implementation of a sequence of pedagogical workshops that linked literary reading to learning the alphabetic writing system (SEA). The proposed work arose from the need to (re)think a perspective that encompasses educational experiences marked by a period of fragility in the teaching-learning process, especially with regard to literacy. This study is based on the conceptions of Kleiman (2005), Morais (2012) and Soares (1998, 2003, 2004) and understands literacy, from the sociocultural perspective of Brian Street (2014), as a set of conceptions and social uses of writing. The research methodology aims to use a combined approach, combining an exploratory case study and action research. The data generated in the interviews and workshops will be analyzed using the thematic content analysis method (BARDIN, 2011). In the first stage of the study, interviews were conducted with the school manager, teachers working in the 3rd grade literacy class and students' guardians, in order to understand the post-pandemic educational scenario. In the second phase of the research, the implementation of pedagogical workshops began, in accordance with the theoretical framework addressed, associated with the diagnostic data generated in the first stage of the work, aiming for coherence with the students' educational reality. The development of pedagogical practices is intended to encourage students to reflect on the alphabetic writing system and to acquire knowledge, skills and attitudes relevant to reading and writing, helping their educational progress.