Remote teaching of literacy during the covid-19 pandemic and the reception of the pna by early childhood and Elementary School Teachers: A Systematic Review

Introduction: Remote literacy teaching during the Covid-19 pandemic has transformed the way the early learning process was conducted during an unprecedented time. The general objective of the study is to carry out an integrative review of the practices and discourses on literacy implemented during the Covid-19 pandemic and the reception of the National Literacy Policy (PNA) by early childhood education and early elementary school teachers, to identify trends, challenges and implications of these practices and policies, aiming to provide support for the reassessment and improvement of literacy strategies in basic education. Methodology: A systematic review of the literature was carried out in September 2024, using the LILACS, CAPES Journals, Science Direct, SciELO, SCOPUS and Google Scholar databases. The combination of descriptors was used in the search for works: “Literacy”; “Remote teaching” and “National Literacy Policy”. Thus, 05 articles were selected and included according to the eligibility criteria. Results and Discussion: The use of digital tools and remote learning platforms has played a crucial role during the pandemic. However, the effectiveness of these tools in promoting literacy has been variable. Some technologies have proven useful in engaging students and offering interactive resources, while others have presented limitations in terms of accessibility and adaptability to individual student needs. Conclusion: Therefore, the analysis of literacy practices during remote learning imposed by the Covid-19 pandemic reveals a series of crucial challenges and lessons learned. The need to adapt traditional pedagogical methodologies to the virtual environment has highlighted both the capabilities and limitations of digital tools in promoting literacy.