The teaching in teachers who teach reading and writing

the relationship between early childhood education and the early years of elementary school

Abstract

In this article, we articulate the studies on literacy and the contemporary teaching, with focus in the relation between Primary Education and the First Years of Elementary Education, having as analytical standpoint the hypercritic perspective. It sought to discuss and to think teaching processes, school conceptions of children and school cultures in other ways. We are interested in analyzing the way actions of Primary Education teachers are developed and to know their pedagogical expectations for the pandemic and post-pandemic context. Our methodology is composed of the theoretical-analytical tool called (De)Formation Research; 15 narratives of Primary Education teachers were produced, during an extension course offered in a public net of education of the metropolitan region of Porto Alegre, in the year of 2020. As results, it is possible to perceive an attempt of homogenization of the learning processes in contemporary teaching. In the pandemic and post-pandemic context, we understand that the heterogeneity will increase considerably, since many children did not have access to the school, not even by means of virtual education, and many families pointed difficulties in assisting their children in school tasks. Researches already point to the challenges of the school return. In this regard, we highlight the challenge to think in other ways the multiple dimensions of learning and the power of heterogeneity, especially concerning the school return. This exercise of discussion does not mean merely to go against something, but to denaturalize the truths regarding childhood, teaching and learning, education and the transition from Primary Education to Elementary Education.