Aprendizagem durante o lockdown: uma análise de vulnerabilidades educacionais e os impactos no ambiente de literacia familiar durante a pandemia do Covid-19

Abstract

The family literacy environment is a crucial aspect of reading development, explaining variations in written language skills over the years. The onset of the COVID-19 pandemic and the suspension of in-person classes have brought about changes in the family literacy environment; however, it is still unclear how these changes occurred for groups facing socioeducational vulnerability. Thus, the objective of this study was to examine the impacts of the COVID-19 pandemic on the learning process and the family literacy environment of schoolage children. In study 1, a scoping review was conducted, including articles reporting the impacts of the COVID-19 pandemic on the learning of school-age children. Most studies indicated greater setbacks for children in situations of educational and social vulnerability, as well as those with neurodevelopmental disorders. Subsequently, in study 2, a questionnaire was administered to assess the family literacy environment in 676 Brazilian families, including 190 children at familial risk of learning disorders and 486 children without familial risk. Using a Generalized Linear Mixed Model, it was found that the most significant differences occurred due to the group, indicating that these differences existed before the pandemic. Study 3 involved applying a shortened version of the questionnaire in person to 67 low-income families. The results indicated that these families had a reduced number of resources and family literacy practices, but there was an increase in literacy practices after the pandemic.