Recent studies have emphasized the positive effects of early biliteracy on children’s linguistic and cognitive abilities. However, the extent to which one system affects the other is not totally understood (Finger & Brentano, in press). With that in mind, this paper presents the results of a study that aimed to compare the levels of syntactic complexity and thought organization in written production in Portuguese and in English. We predicted that both variables would correlate in the two languages, showing no negative effects of early biliteracy. Sixty children (M = 10.7) enrolled in 5th and 6th grades in a bilingual curriculum school in the metropolitan area of Porto Alegre, Rio Grande do Sul, Brazil, screened for proficiency, constituted the cohort of the study. The children’s home and community language is Portuguese, but they have been exposed to English at school for 10 hours a week for at least 5 years. Participants were asked to create a narrative based on a sequence of five images (Cambridge Assessment, 2018) one in English and one in Portuguese, in a counterbalanced order. The analysis of syntactic complexity involved the assessment of T-Units (Hunt, 1965) and thought organization was measured through the analysis of graph trajectories performed with the computational tool Speech Graphs (Mota et al., 2016, 2019). Preliminary results indicated a moderate positive correlation in the levels of syntactic complexity and in the attributes of thought connectivity in both languages, demonstrating that, as children advance in the development of more complex writing strategies in Portuguese, they progress in their written production in English to the same extent, confirming our initial predictions. These data reinforce the importance of teachers assessing students' written production in their two languages ​​from a bilingual perspective and from a conception that the languages ​​that make up the linguistic repertoire of the bilingual individual constitute a whole integrated system and not two independent systems that compete with each other (García, 2009).

A pandemia causada pelo vírus SARS-CoV-2, iniciada em 2020, ocasionou uma série de mudanças na forma em que vivemos como sociedade e a comunidade escolar precisou se reinventar em pouco tempo, visando gerar o mínimo de impacto possível no cotidiano de professores, alunos e gestores. Passados quase dois anos, surgem diversas pesquisas no que se refere às consequências que a pandemia deixou nos estudantes, porém, para além deste impacto, é chegado o momento de olhar também para os docentes inseridos neste contexto pós-pandêmico. Além disso, entender se (e de que forma) as competências socioemocionais estão sendo utilizadas para que possam continuar a desenvolver um trabalho de qualidade em um cenário nunca antes vivido. Assim sendo, através deste estudo, buscou-se analisar e compreender as dificuldades pós-pandemia encontradas no contexto escolar em que as autoras estão inseridas, com foco no trabalho docente. [...]