Literacy in emergency remote teaching: connecting families and school

The inclusion of technologies in education, as well as the need to expand the dialogue between school and family, were frequently discussed in interdisciplinary studies. With the remote teaching, the teaching practices mediated by technology demanded that family and school strengthen ties that the children could have learning conditi ons. The objecti ve of this arti cle is to analyze, in the perspecti ve of the school and the teachers, the families' role in assisting the school activities of children in the literacy phase with the suspension of face-to-face classes, in the years 2020 and 2021, due to coronavirus pandemic. The present study was developed from research carried out with literacy teachers and the management team of a teaching institution in Santo Angelo (RS). It aims to understand the importance of a Ʃending the families in the literacy process. Based on the participants' reports and on theoretical references consulted on the subject, this study recognizes that family support was a differential in the student's learning, aligned, in this case, to the use of technological resources. One aspect that stood out was the communication between family and school, which was even more intense in this period, constituting as one of the main means of monitoring children's learning during remote teaching.