ABSTRACT
Since the recognition of the existence of an unprecedented pandemic, the world has undergone deep changes and restrictions. We have submitted ourselves to the domination of remote practices of coexistence and unique lexical choices that not only demand resignification, but also reveal expectation and pre-acceptance of a likely new normal in the future. If the reverberation of such a conjuncture is planetary, its impact on the educational field is remarkable in many ways because it contemplates environments, practices, languages and emergent resources to deal with the immediacy, simultaneity and intertextuality also arising from the prevailing polycrisis. Considering the abrupt changes originated by the pandemic, this article addresses questions and situations observed, but not strictly equated, during an extensive period of exception, still emergent. From the concrete and the possible, the reflections presented here seek to interpret the digital scenario of long-term exception, addressing repercussions motivated by territorial displacement, exploring languages and literacy (multiliteracies and transliteracies) and, above all, proposing an alternative of expanding textual comprehension and production skills for teachers and students who, dealing with an emergency context at first, but resiliently enduring, already anticipate and, somehow, prepare themselves for the post-pandemic period.
Keywords:
Pandemic; Emergency Remote Learning; Literacy; Transliteracy