<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932025000100302</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v30a2025e15085</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desafios da alfabetização na pandemia da COVID-19: três momentos de reabertura das escolas]]></article-title>
<article-title xml:lang="en"><![CDATA[Challenges to literacy after the COVID-19 pandemic: three moments of school reopening]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Carmen Regina Gonçalves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nogueira]]></surname>
<given-names><![CDATA[Gabriela Medeiros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Rio Grande Instituto de Educação Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[Rio Grande RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932025000100302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932025000100302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932025000100302&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo apresenta dados de uma pesquisa qualitativa, realizada por meio de questionário on-line e grupos focais, com professoras do 1º ao 3º ano do Ensino Fundamental, sobre o retorno ao ensino presencial após a pandemia. A pesquisa está vinculada à AlfaRede e, neste artigo, contempla dados da região Sul e do Rio Grande do Sul, a fim de analisar como as professoras vivenciaram o retorno ao ensino presencial, entre maio de 2021 e março de 2022. Os dados do questionário indicam que as docentes consideraram boa a assiduidade dos alunos e avaliaram como regular os conhecimentos das crianças em leitura e escrita. A análise das experiências de cinco professoras do município de Rio Grande permitiu identificar aspectos referentes a três momentos marcantes da volta ao presencial: o primeiro, em que o retorno era opcional, com manutenção do ensino remoto emergencial; o segundo, com retorno obrigatório às atividades presenciais no estado do Rio Grande do Sul; e o terceiro, com a obrigatoriedade da presença dos estudantes nas escolas. Esses momentos foram marcados por infrequência dos alunos, sobrecarga de trabalho, ausência de formação docente e acentuada heterogeneidade entre os estudantes. Os dados evidenciam que o poder público foi omisso e que as professoras precisaram, sozinhas ou com seus pares, elaborar estratégias e ações com o intuito de promover o acolhimento e a recomposição das aprendizagens. Com isso, tomaram para si a responsabilidade de garantir o direito das crianças à alfabetização.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents findings from a qualitative study conducted through an online questionnaire and focus groups with teachers of the early years of elementary education (1st to 3rd grades), focusing on the return to in-person instruction following the COVID-19 pandemic. The study is part of the AlfaRede project and, in this article, includes data from the Southern Region of Brazil, particularly the state of Rio Grande do Sul, aiming to analyze how teachers experienced the return to in-person teaching between May 2021 and March 2022. The questionnaire data reveal that teachers perceived student attendance to be satisfactory but assessed children&#8217;s reading and writing skills as average. The analysis of the experiences of five teachers from the municipality of Rio Grande made it possible to identify aspects related to three significant moments in the return to in-person learning: the first, when attendance was optional, with the continuation of emergency remote teaching; the second, when in-person activities became mandatory in the state of Rio Grande do Sul; and the third, when student attendance at schools was compulsory. These phases were marked by student absenteeism, work overload, lack of teacher training, and heightened heterogeneity among students. The data underscore a lack of public policy support, and teachers had to develop strategies and actions &#8211; alone or with peers &#8211; to promote student well-being and address learning recovery. In doing so, they assumed the responsibility of ensuring children&#8217;s right to literacy.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[AlfaRede]]></kwd>
<kwd lng="pt"><![CDATA[Pós-ensino remoto]]></kwd>
<kwd lng="pt"><![CDATA[Retorno ao presencial]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="en"><![CDATA[AlfaRede]]></kwd>
<kwd lng="en"><![CDATA[Post-remote learning]]></kwd>
<kwd lng="en"><![CDATA[Return to in-person education]]></kwd>
</kwd-group>
</article-meta>
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<given-names><![CDATA[M. S. A. N]]></given-names>
</name>
</person-group>
<source><![CDATA[Retratos da alfabetização no pós-pandemia: resultados de uma pesquisa em rede]]></source>
<year>2024</year>
<page-range>155-66</page-range><publisher-loc><![CDATA[Curitiba ]]></publisher-loc>
<publisher-name><![CDATA[CRV]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
