Return to presential activities post-pandemic and learning difficulty in the early years of elementary school: An assessment of the level of alphabetical reading and writing

Abstract

The present work aims to analyze the teaching and learning practice in the early years of Elementary School, focusing on the return to face-to-face activities of children and the learning difficulty in reading and writing in the post-pandemic period of COVID-19. The research undertaken, of a qualitative nature, portrays a study in the field of everyday life, adopting a process of pedagogical intervention with the participation of the children involved, following successive stages of investigation. The evidence obtained by the socioeconomic diagnosis of the school, shows the challenges that students had to overcome in relation to the resources available in remote teaching. In this way, the learning of children in the literacy phase in public schools was harmed, since there were many difficulties encountered in continuing to attend school. Thus, the return to face-to-face activities was not fully satisfactory. The results found indicate that in the classroom the children did not enjoy more efficient pedagogical means considering the unison use of the textbook. The study showed that children needed a more empathetic look from teachers, a greater effort from school management, and collective actions between teachers and the entire school community. Teachers, school and family need to create a unique environment that favors children's learning in their different learning spaces. It is relevant to build a pedagogical work together with children and not for them.