A LITERACY TEACHER'S ODYSSEY IN COVID-19 PANDEMIC TIMES

Abstract

This paper deals with the analysis of a literacy teacher’s remote practice developed with first graders. In the Brazilian context of social and school exclusion the teacher kept her students present, participative and they became literate at the end of the school year, a journey that can be considered an odyssey. Two interviews, ten weekly lesson plans, photographs and videos were analyzed. Pedagogical tasks were based on the diagnostic assessment of children’s writing and on planning that aimed at appropriation of the alphabetic writing system, whose main guideline was story reading. Besides, some work with textual genres and literacy games was carried out.