Return to in-person classes (post-)pandemic and school time: what is the space for heterogeneities?

Resumen

ZACHARIAS-CAROLINO, Aline Gasparini  y  OSTI, Andréia. Return to in-person classes (post-)pandemic and school time: what is the space for heterogeneities?. Educ. Puc. [online]. 2025, vol.30, e15077. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v30a2025e15077.

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’ 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’s prior knowledge, and fosters spaces for student agency and protagonism.

Palabras clave : Literacy; Elementary Education; Public school; Writing; Reading.

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