AN ANALYSIS ON THE PEDAGOGIC PRACTICES DEVELOPED BY TEACHERS TO SOLVE THE DELAYS OF STUDENTS IN THE EARLY YEARS WITH REGARD TO LITERACY AND LITERACY DURING THE POST-PANDEMIC PERIOD

Abstract

The Covid-19 pandemic was a health crisis without conclusive precedents in world history. In this process, several social fields were directly affected. One of these fields is education, which had to suspend face-to-face classes and consequently adhere to remote teaching. This aspect directly influences the teaching and learning process of children, young people and adults, which ends up generating gaps in learning of different natures. Thus, the present work aims to present an analysis of the pedagogical practices developed by teachers to remedy the gaps of students in the early years with regard to literacy and literacy when returning to face-to-face classes. For this investigation, the adopted methodology is an exploratory bibliographical review in national productions, in approaches present in articles, books and on the web extracted from the CAPES Theses and Dissertation library, as well as from Google Scholar. The work, although an ongoing phenomenon is being debated, presents as relevant the sharp gap in students marked by socioeconomic inequalities, due to unequal access to the internet during remote teaching, the lack of cognitive ability of parents and guardians and the physical absence of the teacher. These issues hinder the development of literacy and literacy, compromising the social use of reading and writing, and the consequent development in different disciplines.