<?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>S1519-39932025000100305</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v30a2025e15077</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Retorno às aulas presenciais (pós-)pandemia e o tempo escolar: qual o espaço para as heterogeneidades?]]></article-title>
<article-title xml:lang="en"><![CDATA[Return to in-person classes (post-)pandemic and school time: what is the space for heterogeneities?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zacharias-Carolino]]></surname>
<given-names><![CDATA[Aline Gasparini]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Osti]]></surname>
<given-names><![CDATA[Andréia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual Paulista Instituto de Biociências Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[Rio Claro SP]]></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=S1519-39932025000100305&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932025000100305&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932025000100305&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O retorno às aulas presenciais, após o período do ensino não presencial, trouxe inúmeros desafios ao desenvolvimento do trabalho docente, especialmente no contexto dos anos iniciais do Ensino Fundamental, tendo em vista as especificidades que envolvem o processo de aprendizagem inicial da leitura e da escrita. Desse modo, este artigo, baseado em pressupostos autoetnográficos, tem como objetivo geral identificar as possíveis mudanças em uma escola pública municipal após o retorno às aulas presenciais, no alusivo às práticas de ensino direcionadas aos estudantes em processo de alfabetização e se desdobra em dois objetivos específicos: 1) descrever propostas didático-metodológicas desenvolvidas com estudantes do 3º ano e 2) analisar quais os espaços criados para o atendimento as heterogeneidades dos estudantes, a partir das experiências vivenciadas e dos planos de aulas construídos no decorrer do ano letivo de 2022. A turma com a qual as experiências compartilhadas se vinculam era composta por 21 estudantes com idade entre 8 e 9 anos, sendo que mais de cinquenta por cento ainda estavam em processo inicial de alfabetização. Por conseguinte, o trabalho desenvolvido pautou-se na busca de outras formas de se compreender os tempos de e na escola, com foco nos pressupostos da interdisciplinaridade e transversalidade dos conteúdos escolares e heterogeneidade das aprendizagens. Dadas essas circunstâncias, evidenciou-se a importância da criação de uma organização diferenciada da rotina escolar, que levasse em conta os diferentes ritmos de aprendizagem, a necessidade de escuta e consideração dos conhecimentos prévios das crianças, e a busca por espaços para o protagonismo infantil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The return to in-person classes, following the period of remote learning, posed numerous challenges to the development of teaching practices, particularly within the context of the early years of Elementary Education, given the specificities inherent to the initial processes of reading and writing acquisition. In this regard, the present article, grounded in autoethnographic principles, aims to identify potential changes observed in a municipal public school after the resumption of face-to-face instruction, specifically with respect to teaching practices directed at students undergoing the literacy process. The study unfolds into two specific objectives: 1) to describe the didactic-methodological proposals implemented with third-grade students, and 2) to analyze the pedagogical spaces created to address students&#8217; heterogeneity, based on the experiences undertaken and the lesson plans developed throughout the 2022 academic year. The classroom in which these shared experiences took place consisted of 21 students, aged between 8 and 9 years, of whom over fifty percent were still in the initial stage of literacy acquisition. Accordingly, the pedagogical work was guided by the pursuit of alternative ways to understand school time and timing, with an emphasis on the principles of interdisciplinarity, transversality of curricular content, and recognition of learning diversity. Under these circumstances, the relevance of establishing a differentiated organization of the school routine became evident-one that considers the varying learning rhythms, values active listening, acknowledges children&#8217;s prior knowledge, and fosters spaces for student agency and protagonism.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="pt"><![CDATA[Escola pública]]></kwd>
<kwd lng="pt"><![CDATA[Escrita]]></kwd>
<kwd lng="pt"><![CDATA[Leitura]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="en"><![CDATA[Elementary Education]]></kwd>
<kwd lng="en"><![CDATA[Public school]]></kwd>
<kwd lng="en"><![CDATA[Writing]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
</kwd-group>
</article-meta>
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