Alfabetização em Alagoas no ensino emergencial remoto: uma análise do cenário e do discurso docente

Abstract

This investigation is an excerpt from the research project “Literacy in Alagoas in the time / space of Emergency Remote Teaching: scenarios and discourses” (Santos, 2020)1, which defined as its general objective to investigate literacy in the time/space of emergency remote teaching in Alagoas during/post-pandemic, focusing on the scenarios and discourses of literacy teachers. A quantitative-qualitative approach to educational research was chosen for the general research. Empirical data collection occurred nationally in two stages. In the first, an online questionnaire produced in Google Forms was applied. In the second phase, focus groups were conducted with literacy teachers from the literacy cycle. In this investigation, the data collected in the questionnaire referring to the municipalities of Maceió and Arapiraca were analyzed. The results indicate that most of the teachers who participated in the research intervened in Emergency Remote Teaching (ERT). Furthermore, it is clear that for the respondents, remote classes can be considered a compromise solution, also indicating that they had reasonable preparation for emergency remote learning (ERE). The challenges include difficulties in getting students to participate in classes. Regarding teaching alternatives, the data show that various strategies and digital platforms were used. To further this discussion, the results indicate the importance of continuing education focusing on reading and writing in the early years of elementary school.