READER TRAINING DURING THE PANDEMIC IN PUBLIC SCHOOLS IN THE 2ND YEAR OF ELEMENTARY EDUCATION CAROLINE SOUSA PEREIRA, LAURIN CAROLINE DA SILVA, RAFAELA FERREIRA TEIXEIRA, IRENE DA SILVA COELHO

Abstract

Literature is recognized as fundamental for the development of the teaching-learning process, both in literacy and in the formation of future readers. Such training has always faced problems and challenges, which was already an obstacle that distressed teachers and teaching networks, has worsened with the arrival of the pandemic. Problems such as lack of infrastructure, lack of internet access, lack of parental participation in the process, are some of these problems, in addition to others that are related to methodological adaptations. Therefore, the present work sought to identify the difficulties cited by teachers for training readers during remote teaching, which resources were used and which reading practices were explored to form readers in the pandemic. For this, a bibliographic review study was carried out based on the concepts of reader formation and reading practices and a field research in a public school in São Vicente, through the application of a questionnaire for teachers of the 2nd year of the initial years. . We found that the school that was the object of this research was not prepared for the problems that occurred, as this context required technological resources: at school, at the teachers' and students' homes, and also at preparing teachers to carry out their work. The efforts of the professionals are noted, so that the work continues and the damage to the students is minimized, but these efforts were not enough to guarantee some quality.