LITERACY AND LITERACY AFTER THE PANDEMIC: AN ANALYSIS OF THE CONTEXT, EFFECTIVENESS AND RESULTS OF THE PEDAGOGICAL PROJECT AT ESCOLA DE APPLICAÇÃO MINISTER REIS VELLOSOTÍTULO

Abstract

This article seeks to present the results of a research that discusses the context, effectiveness and results of the intervention of the Pedagogical Project of the Escola de Aplicação Ministro Reis Velloso, in the city of Parnaíba (PI), aimed at literacy and literacy for children, from second to fifth year of elementary school, affected by educational losses resulting from the COVID-19 Pandemic. The problem involves issues relating to learning situations that are related to the deficit in literacy among male and female students, as a result of the inefficiency of emergency remote teaching. The research carried out was of a qualitative nature, seeking an approximation with the ethnographic method, whose data production was carried out with a group formed by a teacher and two scholarship holders from the Pedagogy Course, from the Federal University of Delta do Parnaíba, involved in the aforementioned project. The conclusion is that the project resulted in the realization that emergency remote teaching, in fact, did not provide the consolidation of literacy for all students at the school, although it fulfilled its objectives, generating positive impacts on activities and training. of future educators.