Santa Rosa, José Guilherme da SilvaAndrade, Patrícia Regina Vieira Viana de2023-04-142023-04-142022-12-06ANDRADE, Patrícia Regina Vieira Viana de. Práticas de alfabetização em uma turma do 2º ano do ensino fundamental de um colégio de aplicação no ensino remoto. Orientador: José Guilherme da Silva Santa Rosa. 2022. 308f. Dissertação (Mestrado Profissional em Inovação em Tecnologias Educacionais) - Instituto Metrópole Digital, Universidade Federal do Rio Grande do Norte, Natal, 2022.https://repositorio.ufrn.br/handle/123456789/52153The pandemic (Covid-19) has made evident the worldwide need to use digital technologies in teaching practices. From this perspective, there was an emphasis on the search for knowledge and innovation in teaching in relation to teaching and learning processes. Carried out in this context, this research aimed to investigate literacy practices developed in the remote teaching format, with students in the second grade of Elementary School of the Núcleo de Educação da Infância, Colégio de Aplicação, of the Universidade Federal do Rio Grande do Norte (NEICAp/ UFRN) (Childhood Education Center, Laboratory School, of the Federal University of Rio Grande do Norte). The research shares the principles of a qualitative approach, using the case study as an investigative method. We used as investigative procedures the observation of literacy practices and the semi-structured interview with the teachers, pedagogical coordinator and principal. As data collection instruments, we applied the field diary, image captures through computer screen prints and recordings of remote classes observed through the Google Meet platform. The interviews were analyzed and categorized in accordance with Bardin (2021). As for the theoretical aspects, we discussed conceptual perspectives related to literacy and literacy skills (SOARES 2002, 2015, 2018, 2020; TFOUNI, 2010); digital literacy (RIBEIRO, 2009; RIBEIRO; FREITAS, 2011; ZACHARIAS, 2016); digital technology (ALMEIDA; VALENTE, 2011; DUARTE; SCHEID, 2016) and remote teaching (ARRUDA, 2020; GARCIA et al., 2020). Data analysis revealed that literacy practices, linked to writing and reading, experienced by the class, are close to the experiences in which children are involved in their social context. These practices were possible due to the use of Tecnologias Digitais de Informação e Comunicação (TDIC) (Digital Information and Communication Technologies), which provided integration between different environments and learning, in a multiple network of knowledge, facilitating communication between its members and the construction and exchange of knowledge, enhancing, thus, the teaching and learning of reading and writing. The teaching practices also revealed that the moments that favored children's literacy, in the context of remote teaching, were those in which the teacher considered the linguistic history of children, developing literacy events from real communicative situations offering qualitative mediations about the teaching of reading and writing through TDIC. As challenges, the teachers revealed that the physical distance was placed as an implicating factor in the mediation of activities aimed at literacy via screen. In addition, other difficulties pointed out were related to the use of digital resources themselves and the lack of training regarding the use of digital technologies to plan innovative and attractive classes. Even in the midst of the challenges, there was the development of successful practices, interaction and learning through playfulness, the creation of a community of readers and the systematization of pedagogical practices, aimed at child literacy. As a result of this research, a Thematic Notebook was prepared, which brings together literacy practices materialized in the teaching remote format as a result of the pandemic context caused by Covid-19.Acesso AbertoAlfabetização e letramentoLetramento digitalTecnologias digitaisEnsino remotoPandemia da Covid-19masterThesisCNPQ::CIENCIAS HUMANAS::EDUCACAO