Implications in the educational process of a municipality of Amapá, in the Sars-Cov-2 pandemic

Abstract

The interruption of face-to-face classes and their consequent replacement by non-face-to-face activities subsidized by digital means, aiming to reduce the spread of the virus, so that primary and secondary education continued online. The study aims to characterize the impacts and challenges on access to education from the perspective of teachers from a municipality in the State of Amapá, in the Sars-CoV-2 pandemic. This is a cross-sectional study, and two schools were selected, one private and the other public. Regarding the adaptation to remote teaching, teachers evidenced problems related to the below involvement of students during classes, quality of internet connections, increased workload, which generated overload, and knowledge in the use of support tools for teaching-learning. It was evidenced that the teaching process learning for teachers in the remote modality, caused the work overload to be increased and became even more difficult, due to the need to understand and possess skills in the handling of digital technologies, so that classes were continued, in which they often did not have guidance/training of these tools.