This study seeks to deepen the understanding of the dynamics of in-service training in Manaus, especially its application during the pandemic period, from the perspective of educators. The objective of this research was to analyze the contributions of specialization in digital literacy to the pedagogical practices of educators in the Amazonas state education network during the years 2020 and 2021,
in which remote and hybrid classes took place. The research methodology was exploratory in nature, employing a qualitative approach. Data collection was done through semi-structured virtual interviews. The theoretical framework included influential scholars such as Saviani to contextualize the historical foundations of pedagogy and teaching methodologies, while António Nóvoa's ideas were used to
demonstrate the imperatives of adaptation to the contemporary educational structure and the studies of Eni Orlandi as a basis for analysis. of the data collected. Therefore, through the study carried out, it was possible to verify the diverse challenges faced by educators during continued in-service training and in the face of the complexities of remote teaching. This highlights the central role of teacher training being aligned with the real needs and demands of the educational system. In short, this study affirms the fundamental importance of providing educators with professional development that is in line with classroom demands, as well as revealing the difficulties and challenges faced by teachers in their teaching practices during remote classes, as well as the lack of institutional and governmental support
to make classes possible. The implementation of a school scenario in which responsibility for teaching processes does not fall solely on educators is essential to provide opportunities for a quality educational system that can effectively contribute to the creation of a more humane, fair and democratic society.
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