Desempenho em leitura de crianças em vulnerabilidade social antes e após o isolamento da pandemia de COVID-19

Abstract

INTRODUCTION: The COVID-19 pandemic suspended face-to-face activities and affected the learning and schooling structure of basic education students. Online teaching methods were adopted by private schools, which exposed inequalities in education systems. Children from public schools were left without classes, which interferes with learning to read, which depends on exposure in the educational and social context. Therefore, the study has as a research question: Was there an influence of the pandemic on the important aspects for reading in elementary school students in situations of social vulnerability? METHODS: A longitudinal, observational study in which 14 children were assessed on reading skills before and after the Covid-19 pandemic, in the 2nd and 5th grade, respectively. Data collection took place in person at a municipal school in Natal with low IDEB. RESULTS: In the comparison between pre and post pandemic, reading accuracy showed developmental evolution, but still below expectations for schooling. In the post-pandemic period, reading speed is below that expected for schooling, reading fluency partially developed and reading comprehension compromised. CONCLUSION: It was possible to observe the impact of the Covid-19 pandemic on the development of reading skills of children in social vulnerability in the initial years of formal learning. Possible interventions are necessary to minimize these delays, since the difficulties presented interfere in the evolution of learning and quality of life of these children.