LITERACY, DISTANCE LEARNING AND THE COVID-19 PANDEMIC: CHALLENGES AND OPPORTUNITIES – A STUDY AT A STATE SCHOOL IN THE DISTRICT OF SÃO DOMINGOS, PERNAMBUCO

Abstract

In turn, the methodology chosen for this study is based on bibliographic research and linked to an eminently qualitative and exploratory approach. For the continuation of the study, data collection was carried out through the application of a questionnaire (15 open and closed questions) to a group of 10 active teachers (between 15 and 25 years of experience) in elementary education (grades 1-5) during the COVID-19 pandemic. Furthermore, even during the pandemic, access and contact for the research was made through a face-to-face conversation, following all local government protocols. Thus, the work proposal was presented, and the printed questionnaire was distributed, which was received and returned within a stipulated period of 30 days. Thus, the collected data were tabulated and listed in 15 graphs, 1 chart, and 3 tables, exclusively in a qualitative/exploratory manner, drawing on a repertoire of authors who corroborate the effectiveness of literacy within the teaching-learning process at this time. To carry out the research, we resorted to the theoretical assumptions of scholars such as: Celino et al (2016); Vygotsky (1989); Zabala (1988); Tiba (2012); Freire (1996); Santos (2020); Santos and Souza (2019); Silva (2020); Silva & Silva (2021); Monteiro (2020); among others. It is known that the challenge of the COVID-19 pandemic was arduous; however, according to Vygotsky (1989), "Learning is the result of the learner's interaction with the environment through their experience, shared in a historical moment and with particular cultural determinants" (p. 106). In this sense, the process of acquiring reading and writing skills must necessarily be a process of internalizing the object to be learned. Understanding and agreeing that literacy has this challenging and quite complex character for educators, given the different variables involved in the literacy process, with the particularities that stand out for each learner's profile, making the literacy process different for each individual. We believe that during the COVID-19 pandemic, it was a constant, daily, and continuous challenge, that is, for as long as it lasted. On the other hand, this construction does not occur in isolation, in the (teacher x student) relationship, but is associated with interactions, in a process of exchanging stimuli between its actors, each with their share of contribution in the construction of knowledge, thus establishing the particles of influence that facilitate the insertion and development of the child in this literate world permeated by literacy. Aligning with this thought, we refer to Zabala (1988), who stated that learning is indispensable as long as an adequate, stimulating environment is provided so that the individual can create good experiences and build good relationships in the face of this process that is reading. We agree that learning is enhanced when trust and mutual respect are generated among peers; the greater the sincerity, the more meaningful this competence becomes. Zabala (p. 100) points out that: "Learning occurs when the conditions that stimulate work and space converge." Furthermore, Tiba (2012) already argued that knowledge is essential to human beings. And so he affirmed, mentioning that knowledge is transcending one's own world to reach a height that one would never attain if one did not apply oneself to studies. Those who know teach, and when a child learns, they want to teach. Those who don't know must seize the opportunity to learn. By practicing what they have learned, the child is soon teaching and, at the same time, learning something that cannot be taught with words, but rather through action: even those who already know as much as their father always have something to learn (p. 87). In this aspect, we refer to Libâneo (2013) when he discusses methodologies and the didactic determinations of teachers; however, we come to understand that he is entirely correct when he states that methods are determined by the objective-content relationship, and refer to the means to achieve general and specific teaching objectives, that is, the "how" of the teaching process, encompassing the actions to be carried out by the teacher and students to achieve the objectives and content. For this reason, Freire (1996) also clarified that the teacher must adopt a practice that promotes student reflection on reality (which was essential during the COVID-19 pandemic). This is paramount for them to become participatory and critical citizens. From this same perspective, by problematizing lived situations, discussing different points of view, and seeking solutions to problems, students develop the ability to critically analyze the issues that involve them, contributing to their formation as active subjects in society. The pandemic period necessitated this more accurate look at the process.