Diálogos construídos com professoras alfabetizadoras: quem ensina e quem aprende com o ensino remoto?

Abstract

In view of the recommendations of isolation and social distancing, the establishment of emergency remote education was the strategy used by educational institutions to minimize the gaps left in the education of children in the years 2020 and 2021, in Brazil. Thus, with the proposition of pedagogical actions to be carried out at home, distant from school, public schools are facing the challenge of ensuring students' learning in times of social isolation and school closures, from the pandemic context caused by Coronavirus (COVID-19). Faced with this unusual situation of education, one can question: who teaches and who learns in this context of remote teaching? From this provocation, this text intends to discuss the conditions of teaching in the remote format and the differentiated spaces for the elaboration and implementation of the teaching and learning processes, seeking to reflect on the perceptions of educational practices in remote environments and the impacts on initial teacher education. To this do, it is presented an experience report from the formative actions developed in the curricular components Practices of Literacy and Literacy and Internship in Literacy and Literacy, taught to students of the Pedagogy course, bringing situations of dialogues with literacy teachers about the processes of teaching and learning in remote circumstances.