Emergency remote education (ERE) in the 1st year of Elementary School in a municipal school of Manaus: impacts, challenges and possibilities

Abstract

The research deals with emergency remote teaching in the 1^st year of Elementary School I, exposing the impacts, challenges and possibilities of teaching children who have just left Kindergarten through this teaching modality. The general objective of this research is: to identify the impacts, challenges and possibilities of emergency remote teaching in the schooling process of children in the 1^st year of Elementary School at a municipal school in the city of Manaus (AM). As specific objectives, we list a) the literature on emergency remote teaching, in Brazil, in the context of a pandemic, b) understanding the impacts, challenges and possibilities of remote work in the pandemic period; c) reflect on how the investigated school developed pedagogical organization processes aimed at literacy and literacy processes in the pandemic context. The research is qualitative of the bibliographic type, relying on document analysis techniques, investigating data on literacy throughout the pandemic and also using documents from a teaching unit of the municipal education network of Manaus (AM). Through the research, we showed that teachers, parents and students did not receive the necessary support, not material nor symbolic, for the development of activities in a remote period, as well as that the literacy processes demand the presence of the structuring experiences of the social understanding of writing, that cannot be transplanted to the remote model without direct and proportional damage to the level of poverty of the families.