Alfabetização e heterogeneidade: o desafio de considerar os diversos saberes sobre a escrita no ensino remoto emergencial

Abstract

The study in question is a research that originates from concerns about the relationship between literacy and heterogeneity and has as its main objective the analysis of the strategies used by literacy teachers to foster interaction between students with different conceptualizations about the writing system , in the context of remote classes held during the pandemic. The discussions held are mainly anchored in the contributions of Ferreiro, Vygotsky, Lerner, Freire, Manacorda and Fernández Enquita. The qualitative methodological approach anchored this work as a case study committed to educational action in a context as adverse as the pandemic. The data were produced through the monitoring of three literacy teachers who worked in the ERE in an institution that attends the Initial Years of Elementary School in the municipality of Amargosa/BA. The questionnaire, the narrative interview and the participant observation were used as data production instruments during the empirical research. Data analysis allowed us to recognize the limits imposed by the ERE on the everyday life of elementary schools. The literacy teachers who participated in the research recognized the class's own heterogeneity as a pedagogical advantage to teach reading and writing, but revealed great difficulty to consider it in the planning and implementation of didactic situations, which indicates the urgent need to rethink homogenizing practices in the context of training literacy teachers.