ALFABETIZAÇÃO DE CRIANÇAS NO PÓS-PANDEMIA

DESAFIOS E POSSIBILIDADES

Abstract

This article aims to explain the contributions arising from the development of the extension project “Dialogues and literacy”, a partnership between the Municipal Elementary Education Unit (Umef), in the municipality of Vila Velha (ES), with the Laboratory of Educational Psychology and School Literacy (PsicoAlfa) at Ifes campus Vila Velha. This project sought to guarantee the right of children, regularly enrolled in the 4th, 5th and 6th year of Elementary School, who were not yet literate, to return to classes in the post-pandemic period. It is a qualitative approach, based on the socio-historical theoretical perspective and the Bakhtinian perspective of language, and, methodologically, it adopts the case study modality with data collection from a field diary and participant observation-type procedures. It concludes that, when encouraged to produce texts, through pedagogical mediation, children write exposing their ideas and desires and, in this process, reflect on linguistic aspects and appropriate written language.