TRAINING LITERACY TEACHERS IN TIMES OF PANDEMIC

It aims to discuss the training of literacy teachers in the context of the Covid-19 pandemic (2020-2022). This is an exploratory research, with qualitative analysis and the directions of the analyzes are based on the Historical-Critical theory. Data were collected through a semi-structured interview. Ten literacy teachers, working in public schools, in a municipality in the southern region of Brazil, participated in the research. Teachers' records on the implementation of remote teaching were analyzed; teacher training in times of a pandemic; and the return to face-to-face classes. The results show that: a) teachers did not have training and information to start remote work; b) the most economically vulnerable families had greater difficulties in helping their children with the tasks proposed by the teachers; c) continuing education helped literacy teachers in their tasks; d) a large number of students were unable to appropriate reading and writing in remote teaching; e) the need for greater academic support for students in the early years of Elementary School after the pandemic. The study highlights the need to seek pedagogical alternatives, as well as the implementation of new public education policies for the return of classes and the resumption of content.