LITERACY IN THE CONTEXT OF SOCIAL ISOLATION IN AMAPÁ

a mappin

Abstract

In this text, we aim to present a mapping of literacy in the context of COVID-19, in the State of Amapá. In a quantitative/qualitative perspective, we verified “teacher doing/acting” in the face of the conditions  experienced by the literacy teachers and their identities reflected in Remote Teaching (ER). The result shows a significant percentage that considered ER inappropriate for children's Literacy. The biggest challenges were student participation, feedback on activities, guidance in teaching networks, infrastructure and adequate technological planning for ER.