THE TIME OF LITERACY IN PANDEMIC TIMES

Abstract

The study aims to analyze processes of ordering school time, discussing how it was reconfigured in the organization of literacy practices in emergency remote education. The research is qualitative, and teachers from public schools in the North of Minas Gerais were interviewed. There was a challenge to reconfigure time and culture of literacy, and two modes of organization were identified. On the one hand, the asynchronous time structured by the printed activities to be carried out by children with mediation by their families and; on the other hand, the incorporation of digital technologies into the literacy routine, with synchronous classes and new teacher-student relationships.