APPROPRIATION OF WRITING BY 8-YEAR-OLD CHILDREN IN THE POST-PANDEMIC

Abstract

The text addresses the theme of literacy in the post-pandemic context. It brings references to research developed during the period in which schools were closed and the consequences for the process of appropriation of writing for children in the 3rd year of Elementary School, considered illiterate in 2022, in a state public school in Belo Horizonte, with 19 children and organized into 5 heterogeneous groups in relation to knowledge about the writing system. The objective is to analyze the results of the initial and final diagnoses based on the writing levels, defined by Emília Ferreiro, after the children were subjected to a writing intervention program containing words with complex syllables: Consonant - Vowel - Consonant (CVC), Consonant - Consonant - Vowel (CCV) and Consonant - Vowel - Nasal CV [nasal]. The results revealed an increase in the number of pertinent relationships between graphemes and phonemes and the syllable CV [nasal] was the most challenging for the children and had the lowest number of correct answers.