A IMPACTO DO ENSINO REMOTO NO DESENVOLVIMENTO MOTOR FINO NA FASE DE ALFABETIZAÇÃO

Abstract

The research deals with the perception of teachers regarding fine motor development in children in the literacy phase in a pandemic period to understand the consequences that remote teaching may have caused in this stage of student development. The problem addresses the differences in the development of fine motor coordination that teachers observed in their students before remote teaching and after returning to face-to-face classes. The objectives are: to understand the changes perceived by the teachers regarding the fine motor development of children in the literacy phase in relation to the period before the pandemic and after, when returning to face-to-face classes; to analyze how the fine motor development of children in the literacy phase occurs; understand the implications of fine motor development in learning handwriting. The methodology used is bibliographic, with a qualitative approach with field research through semi-structured interviews and content analysis. Eight literacy teachers who accompanied the children after returning from face-to-face teaching were interviewed. All the teachers interviewed mentioned that there is a direct relationship between fine motor development and the child's literacy and most of the teachers confirmed that they noticed difficulties in the students' coordination, which required the planning and use of motor activities as a pedagogical strategy. It was noticed that teachers with more than five years of work used a greater number of strategies during classes than teachers with less time of teaching experience. It was evidenced that learning handwriting is closely linked to fine motor coordination and that difficulties can be overcome through manual activities that stimulate this development. It was also evident that, according to the interviewees, the students' lack of attention and concentration worsened after the pandemic.