O desenvolvimento da leitura no ensino fundamental II em tempos de pandemia

Abstract

This study aimed to analyze the process of reading development in Elementary School II in times of pandemic, based on the reports of teachers who work at this school stage. Methodologically, the research is characterized as a qualitative approach, in which a field research was developed through the application of questionnaires. This instrument was applied via Google Forms to five teachers from public and private education networks in the municipalities of Bagé, Pelotas and Rio Grande, and four teachers returned the questionnaire, referred to in this work as Teacher A, Teacher B, Teacher C and Teacher D From the data obtained with this collection instrument, combined with the theorizations of authors in the field as Geraldi (2011), Martoni (2021) e Solé (1998), it was possible to consider that, in addition to the challenges implied by remote teaching, the teachers presented different proposals linked to technologies, dialogue in synchronous classes, readings individual and collective, development of reading projects, among other innovative ways to think about reading competence in times of pandemic.