Reading practices in the pandemic and post-pandemic context: a portrait of the strategies applied in the early years of elementary education at the Laboratory School of the State University of Londrina

Abstract

The Covid-19 pandemic imposed restructurings in different dimensions of society, significantly impacting the educational field. Social distancing measures required the emergency implementation of remote teaching, leading to the need to reorganize teaching and learning processes, with an emphasis on the reformulation of pedagogical practices. Given this context, the following question arises: what reading practices were applied during the pandemic and post-pandemic periods in the early years of elementary education at the UEL Laboratory School? The general objective is to identify the reading strategies employed by teachers in the early years of elementary education at the UEL Laboratory School during and after the pandemic. The methodological procedures adopted for this research involved bibliographic and field research with a qualitative data analysis approach. Among the main results, the following stand out: the use of digital books (PDF format); storytelling performed by the students themselves, mediated through the Google Meet platform, based on narratives previously read or heard; sharing excerpts from literary works during synchronous discussion circles; reading texts displayed on screen; and storytelling of original narratives produced by the teachers. In this context, reading is configured as a pedagogical tool that expands access to different knowledge, ideas, cultures, discursive genres, and sociocultural contexts, promoting investigation, exploration, reflection, interpretation, and the construction of meaning. Such practices contribute to the formation of children as critical readers, aware of their condition in the world, and protagonists in the production of new knowledge.