Literacy: teaching performance and challenges in remote emergency education

Abstract

This article consists of an excerpt from the research project “Literacy in Alagoas in the time/space of Emergency Remote Teaching: scenarios and discourses” (SANTOS, 2020), which defined as its general objective to investigate literacy in the time/space of emergency remote teaching ( ERE) in Alagoas in/post pandemic with a focus on political-pedagogical scenarios and the speeches of literacy teachers. Quantitative data collected in the municipalities of Maceió and Arapiraca, both located in the State of Alagoas, were analyzed. The results indicate that most of the teachers who participated in the research intervened in the ERE in literacy classes. In addition, it is clear that for respondents, remote classes can be considered as a compromise solution, also indicating that they had reasonable preparation for the ERE. The challenges include the difficulties in getting students to participate in classes. Regarding didactic alternatives, the data show that different strategies and digital platforms were used, noting that most professors had access to the internet and technological tools.