A ALFABETIZAÇÃO E A INCLUSÃO DA CRIANÇA COM DEFICIÊNCIA: IMPACTOS DA PANDEMIA (COVID-19)

Abstract

This text presents research that aims to: understand and identify pedagogical literacy practices, in the face of the Pandemic (Covid-19). In this context, we aim to analyze the literacy practices developed during the COVID-19 pandemic period. To this end, the research was carried out on social networks and official documents (Youtube and Instagram), in three municipalities in the interior of Alagoas, between the months of July 2022 and March 2023. Thus, the corpus constructed points to the absence of publications about practices and materials accessible to the included students, while guidelines for literacy practices published on the social networks investigated were not explicitly evidenced. Additionally, the use of resumption protocols that were issued in a context of effective insecurity, as not all children were guaranteed vaccination during the resumption period. Furthermore, they did not point to effective teaching and learning alternatives for risk groups that were not vaccinated. In short, the results captured pointed to the need for effective guidance regarding the literacy process and inclusion of children with disabilities, while guaranteeing the effective right to the learning process, development and permanence in the practices developed in the school context.   Keywords: Literacy. Covid-19. Teaching.  Learning.