In 2020, the world s population was taken by surprise by a new virus that triggered a series of changes in everyone s lives. Due to the coronavirus, schools and several establishments were closed. As a result, thousands of children stopped attending school and, especially those who were just beginning to learn to read and write, had their schooling seriously affected. This thesis presents qualitative research that investigates the literacy process that occurred during the period of the covid-19 pandemic. It is a case study of a municipal school in Rio de Janeiro, where we interviewed: 5 teachers who worked in literacy classes in 2020 or who received students from this phase in 2021 and 2022, 25 children in the 3rd and 4th grades and 16 of their guardians. The interviews were conducted individually with adults and collectively with children, and all were transcribed, coded and analyzed using Atlas Ti software. The results show that the teachers saw difficulties in children s adaptation to the school culture, delays in learning and difficulties in skills that could only be acquired through schooling. The teachers also indicated the importance of the family in the process of returning to school education. Through the interviews with the children, we found that the mediation of tasks was mainly the responsibility of mothers. Among the diverse repertoire of activities performed by the children, however, there was a greater emphasis on traditional activities - copying texts and working with words and syllables. Children, on the other hand, spoke about a high workload to be completed, something that became an obstacle due to another problem they mentioned: the difficulty in communicating with the teachers. The children also mentioned the importance of school for learning and socialization, mentioning that they missed their friends and school activities. Finally, in the interviews with the guardians, we saw a variety of resources used, with emphasis on printing out the activities sent by the school, the use of the municipality handouts, remote classes, activities sent via WhatsApp, and classes taught online via the program provided by the education department, Rioeduca na TV. The guardians highlighted both positive and negative aspects of remote teaching, emphasizing the importance of the role of the teacher and the appropriate selection of materials, in addition to the importance of face-to-face interaction. In short, this study highlights the need for more effective and inclusive educational strategies to face future crises, reinforcing the irreplaceable role of the school and the teacher in literacy and the overall development of children. The government needs to invest to have, in fact, a democratic and quality public education.