DIDACTIC-PEDAGOGICAL MEDIATIONS IN EARLY CHILDHOOD EDUCATION: ANALYSIS OF READING AND WRITING PRACTICES IN THE CONTEXT OF REMOTE TEACHING

Abstract

The Covid-19 pandemic imposed unprecedented challenges on Early Childhood Education, directly impacting pedagogical practices related to reading and writing. This article analyzes the dynamics and tensions of teacher mediation in remote teaching, reflecting on the possibilities and limitations of this experience in the development of written language within a context marked by structural inequalities. The research, qualitative and bibliographic in nature, is based on recent studies published in the post-pandemic period, as well as regulatory documents that governed emergency remote teaching. The findings indicate that the abrupt transition from in-person to remote education significantly altered pedagogical interactions, limited equitable access to learning, and placed an additional burden on families in supporting school activities. It was also observed that adaptation strategies were implemented, but they did not eliminate the difficulties arising from the absence of the school environment and the precarious access to digital technologies. The study highlights the need for structural reconfigurations in the educational field, considering the implications of this experience for childhood literacy and the formulation of more equitable educational policies.