Educação na pós-pandemia de COVID-19: a ludicidade como processo mediador na alfabetização de crianças na Amazônia Amapaense

Abstract

The research focuses on analyzing education in the post-pandemic COVID-19 context, with a specific emphasis on playfulness as a mediating element in the literacy process of children in the Amapá Amazon region. The research object is the use of playfulness as a strategy and methodology for teaching and learning in the literacy process. Based on this, the study aimed to answer the question: what playful contributions were involved in the strategies and methodologies adopted by the teacher to mediate the literacy process of students in their class, transitioning from emergency remote learning back to in-person education in 2023? To address this question, the general objective of the research is to understand the use of playfulness as a strategy and methodology for learning that mediates the literacy process of second-year elementary school students. The specific objectives include identifying the forms of mediation used by the teacher to diagnose the teaching and learning process of students transitioning from remote learning during the pandemic; investigating the use of playful practices as a strategy and methodology for learning in the literacy process after remote learning; and understanding how playful practices contribute to the literacy process in evaluating children’s learning progress. The methodological approach adopted is qualitative, employing an ethnographic case study as the research investigation. This approach allows for an in-depth understanding of the phenomenon under study, considering the specific context of a public school located in the Perpétuo Socorro neighborhood in Macapá, in the Amapá Amazon region, which served as the locus of the field research. The methodological procedures involved data collection through participant observation, document research, and field diaries. The research collaborators included the teacher and twenty-three students in the second year of elementary school during 2023. Data analysis followed the content analysis technique proposed by Bardin (2015), enabling a critical and reflective interpretation of the observed practices and the results obtained. The results revealed that playfulness not only fostered a more welcoming and interactive learning environment but also facilitated overcoming the challenges imposed by remote learning. Ethnographic records indicated that games, playful activities, and adaptations to the cultural and social context of the Amazon proved effective in addressing educational deficits and promoting more meaningful literacy experiences. The research further underscores the importance of the teacher’s role as a mediator of contextualized learning and in valuing students' cultural experiences. It concludes that playful pedagogical practices are essential for building an inclusive and participatory literacy process that respects regional singularities and strengthens the construction of cultural identities. The dissertation points to the need for public policies that integrate playfulness as a central element in educational planning, contributing to education that goes beyond technical instruction and becomes a tool for social transformation.