LITERACY AND HETEROGENEITY: THE CHALLENGE OF CONSIDERING THE VARIOUS KNOWLEDGE ABOUT WRITING IN REMOTE TEACHING MODE
Literacy. Heterogeneity. Pedagogical practices.
The study in question is a research that originates from concerns about the relationship between literacy and heterogeneity and takes as its main objective the analysis of the strategies used by literacy teachers to foster interaction between students with different conceptualizations about the writing system , in the context of remote classes held during the pandemic. The discussions held are mainly anchored in the contributions of Ferreiro, Vygotsky, Lerner, Freire, Manacorda and Fernández Enquita. The qualitative methodological approach anchored this work as a case study committed to educational action in a context as adverse as the pandemic. The data were produced through the monitoring of three literacy teachers who worked in the modality of remote education in an institution that serves the Initial Years of Elementary School in the city of Amargosa/BA. The questionnaire, narrative interview and participant observation were used as data production instruments during the empirical research. Data analysis allowed us to recognize the limits imposed by the modality of remote teaching in the daily life of elementary schools I. The literacy teachers who participated in the research recognized the heterogeneity of the class as a pedagogical advantage for teaching reading and writing, but revealed great difficulty in considering it in planning and carrying out didactic situations, which indicates the urgent need to rethink homogenizing practices in the context of training literacy teachers.