EVOLUTION OF LEARNING AMONG SECOND-GRADE ELEMENTARY SCHOOL STUDENTS IN THE MUNICIPAL EDUCATION NETWORK OF MORENO/PE IN THE POST-COVID-19 PANDEMIC CONTEXT
DOI:
https://doi.org/10.56238/arev7n12-221Keywords:
Literacy, Learning Gaps, Reading and WritingAbstract
The second year of elementary school is a crucial phase for students' development towards mastering reading and writing. It is during this period that children need to consolidate essential skills for achieving literacy. In this sense, this research focuses on the results of second-grade classes in the Municipal Education Network of Moreno/PE, which made efforts and developed short- and long-term strategies with teachers to minimize the gaps identified in the students' literacy process due to the school distancing caused by the COVID-19 pandemic. The results of the Diagnostic Assessments of the Municipal Network for the years 2022, 2023, and 2024 were analyzed. Through document analysis (Ludke and André, 1986), the collected data were processed and analyzed in dialogue with the theoretical framework relevant to the theme of literacy: Ferreiro (1999); Morais (2012); Soares (2022; 2023). The results revealed that in 2022, only 41.2% of students who completed the 2nd grade reached the alphabetic writing hypothesis (they had completed the last year of Early Childhood Education and the 1st grade using activity books during the pandemic), while in 2024 this number rose to 68% (they completed the first year of Early Childhood Education using activity books during the pandemic). These data reinforce the importance of ongoing teacher training and monitoring of learning throughout this process.
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References
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