Práticas pedagógicas de professoras alfabetizadoras: reconstituições docentes na e pós-pandemia

Abstract

The challenges of literacy are not recent, but the context of the pandemic has changed and increased many of them, especially in pedagogical practices. These transformations are reflected in the post-pandemic scenario. Thus, we conducted a study with the objective of analyzing literacy programs in Brazil and the constitutive aspects of the pedagogical practices of literacy teachers, considering the social, political, and curricular aspects that impacted/impact them in the pandemic and post-pandemic context. To this end, we conducted a phenomenological, qualitative, and exploratory investigation in the municipality of Itapetinga, Bahia, with five teachers from the 1st and 2nd grades of Elementary School. The data were produced in 2022, using a questionnaire that made it possible to outline the teacher profile and a semi-structured interview, from which we learned about the perspectives of teaching practices, training, and learning. These were treated using the content analysis technique. The study mapped four literacy programs with the greatest significance in Brazil that were part of teacher training to reflect on pedagogical practice and that these reflected the political stance of each government that created them. It found that the constitutive aspects and reconstitutions of the pedagogical practices of literacy teachers portray teaching learning from the period before, during and after the pandemic. They also showed that the challenges related to literacy are of social, political and curricular orders that impacted pedagogical practices, in the pandemic and post-pandemic context, therefore, mobilizing views and actions. Thus, literacy practices, as those that reflect ways of doing things, should enable a possible education for students coming from remote education or not.