A contribuição do livro didático na recomposição de aprendizagens em Ciências da Natureza

Abstract

This study addresses strategies that contribute to the recovery of learning, reading, and writing skills in upper elementary school students, especially those affected by the Covid-19 pandemic. The introduction highlights the impact of the health crisis on school activities, which led to the suspension of in-person classes and the adoption of emergency remote teaching. This new reality revealed multiple challenges in the teaching-learning process, emphasizing the need to find effective ways to ensure continuity of learning during and after social isolation. The study is justified by the author’s experiences during supervised teaching practice, where significant difficulties in reading and writing skills were observed among 6th and 7th grade students. Family involvement was also identified as essential to support students with pronounced learning gaps. The main objective was to analyze Science textbooks to identify strengths and weaknesses in reading, writing, comprehension, and content interpretation, considering the post-pandemic context and challenges related to digital technologies. The methodology included a bibliographic review and critical analysis of teaching materials to evaluate how concepts are presented and the effectiveness of pedagogical interventions in learning recovery. The analyzed materials demonstrated accessible language, good organization, and activities that support reading, writing, and learning recovery. The discussion highlighted that their effectiveness depends on teacher mediation and adaptation to the specific needs of the class.