Alfabetização no contexto pandêmico e pós pandêmico : um olhar a luz da inovação pedagógica

Abstract

The present study conducts an analysis of teaching and learning, focusing on the concept of pedagogical innovation, particularly in literacy, throughout the pandemic and post-pandemic periods in 2020 and 2021. The research theme stems from the professional experience of the teacher/researcher, who engaged with a class within the literacy cycle, aiming primarily at fostering literacy consolidation. The overarching objective of the research was to scrutinize, using the pedagogical innovation concept, the teaching and learning dynamics in the early years of elementary education, especially during and after the pandemic. To accomplish this, a qualitative exploratory research approach was employed, starting with a literature review. Subsequently, documentary research on regulations and official decrees issued during the pandemic, which guided the actions of educational institutions, constituted a significant part of the materials examined by the teacher/researcher. Lesson plans and class recordings also formed part of the corpus of documentary analysis. The methodology for analyzing the mentioned data was Content Analysis. A descriptive link between normative documents and pedagogical actions taken by the teacher was constructed, elucidating the process of continuing classes in a fully online format in 2020 and in a hybrid format in 2021. Following the analysis of these materials, the research yielded results, which were critically examined through two final categories. In the context of the pedagogical innovation concept, indications of innovation in pedagogical practices amid the challenges of the pandemic became apparent. These indications were grounded in seven innovation indicators, integral to the theoretical framework introduced in the research: Departure from traditional teaching and learning methods; Participative management; Reconfiguration of knowledge; Reorganization of the theory/practice relationship; Organic perspective in the conception process; Mediation; Protagonism. Each of these indicators received support from the theoretical base utilized in the research, contextualized, and highlighted in the actions undertaken by the teacher/researcher. An essential highlight was the robust use of technology during the emergency period. The use of Digital Technologies facilitated innovative processes, not solely through their application but also by transforming and instigating changes in pedagogical approaches between students and the teacher. Ultimately, this work is considered a historical research piece, offering support for other educators seeking to comprehend a transformative period in education. Additionally, there is a belief in the substantial potential for furthering this research, considering the significant reflections emerging at the conclusion of the dissertation.