Challenges and perspectives of the teacher in literacy and literacy in the era of remote teaching

Abstract

This article deals with the theme of the challenges and perspectives of teachers in literacy and literacy in remote education. The educational paths driven by the Covid-19 pandemic brought several challenges to the teaching practice. In this way, teachers unexpectedly faced remote teaching, having to reframe the way of doing education. Therefore, the article brings refl ections about teaching, as well as demonstrating the need to infer innovative actions. Therefore, mastering digital technologies means taking positions that encourage creativity, critical thinking, and rethinking what is intended for literacy classes. This study aims to understand how the teaching and learning processes have been taking place in the literacy and literacy stage during Remote Education, seeking to identify their realities and the main challenges experienced by literacy teachers. It is a bibliographic research based on scientifi c articles, BNCC, PNA plan and educational sites and several authors such as Soares, Gil, Libâneo, among others. With the analysis of the collected data, it can be concluded that with remote learning, many children in the literacy phase do not have access to the internet, nor do they have electronic devices at home, the lack of motivation of children and families for not helping in this process makes become impracticable if literacy becomes eff ective. It is also evidenced that educators have a continuing education in relation to TICs, aiming to provide subsidies to teachers in their use, both instrumental and pedagogical.