LITERACY AND TEACHING IN PANDEMIC TIMES

words in dialogue

Abstract

This article presents, from a discursive perspective of language, perceptions of literacy teachers about literacy and the implications in/for teaching in the chronotope of the COVID-19 pandemic. Teachers' speeches were collected in the discursive event of a focus group on the second stage of the research project Alfabetização em Rede (2020). The results indicate that literacy teachers, through the pedagogical challenges imposed on teaching, sought alternatives to minimize them through a dialogical movement in which knowledge and practices were re-signified.