Alfabetização e letramento no ensino remoto emergencial: limites e possibilidades

Abstract

This work sought to investigate the limits and possibilities of emergency remote education in the process of literacy in the early years of elementary school, supported by a historical approach to concepts around literacy, based on the ideas of Soares (2019, 2020 ), Street (2013), Rojo (2009), in addition to other authors. Within the observational method, it was possible to recognise the reality and some pedagogical practices in elementary school classes at a private school in the city of Sorocaba, São Paulo. Besides, it was verified the importance of school practices that regard the “digital literacy” in the enhancement of the teaching-learning process, such as, how much it is necessary to discuss and format intensive public policies to guarantee the right to education, mainly in the initial years. Nevertheless, it presents seven limits and three possibilities as final considerations of this research and concludes by showing the possibility of continuing work, that favour reflection on the paths that are being taken in the literacy process in Brazil, whether remote or in person.