This dissertation addresses the theme of women, sustainability, and local development: a reflection on female protagonism in the Amazon region of Amapá. The research was driven by the following guiding questions: How has female protagonism been influencing local development? How have ecofeminism and solidarity economy manifested in local development? And what are the allies and adversaries in exercising this protagonism? The general objective is to analyze, through social movements, ecofeminism, and solidarity economy, how female protagonism interferes in local development. The study also aims to identify the driving factors of these organizations, their allies and adversaries in building and evolving female empowerment. The specific objectives include identifying the contributions of women in recognizing their skills, knowledge, and experiences for the economy, environment, and other aspects of local development. Another objective is to describe how gender equality occurs in the quest to understand the obstacles women face in accessing resources, opportunities, and decision-making processes that expand their participation and influence. It also aims to characterize how sustainability is promoted in the search for more sustainable and equitable practices. Finally, the study seeks to assess the impact of women-led actions and initiatives on improving the living conditions of the community as a whole. Regarding the methodological aspects, the research adopted a qualitative approach, using historical-dialectical materialism as the method. Data collection involved semi-structured questionnaires with both closed and open-ended questions. A total of 30 women from four associations exclusively led and composed by women were interviewed: the Women's Agroextractivist Association of Alto Cajarí in the municipality of Laranjal do Jari, the Women's Extractivist Association of Limão do Curuá in the Bailique district, the Women's Extractivist Seeds of Araguari Association in the municipality of Porto Grande, and the Women's Agroextractivist Producers Association of the Mouth of the Mazagão Velho River in the municipality of Mazagão.

The most significant expected results include the feasibility and establishment of a culture of cooperation and solidarity among the women, leading to more united communities with greater social cohesion. Inclusive and sustainable actions, increased representation, strengthening of local communities, and diversification of the local economy are expected to promote gender equality and improve living conditions.

The Covid-19 pandemic has caused major impacts and transformations in all sectors of society,
and in particular in Brazilian education its action has been very strong, mainly due to the lack
of structure of educational institutions, as well as the socioeconomic conditions of students to

keep up with the new online teaching situation and this has caused a mismatch in the teaching-
learning process, making the problems that occur in this process even more evident. In the state

of Amapá, measures were taken to mitigate the impacts on education, establishing guidelines
for the reorganization of teaching during the pandemic. Technological resources were widely
used, including video/lectures and remote teaching, as well as virtual platforms and even social
networks, to enable non-face-to-face activities. It should be noted that Internet access in Amapá
has advanced, especially with the expansion of fiber optic networks and government initiatives,
such as the Norte Conectado project, as well as new Internet providers, making quality signal
coverage a reality. However, challenges remain, especially in rural and remote areas of Amapá,
where infrastructure is still limited. The aim of this proposal is to investigate the impacts of the
novel coronavirus pandemic on the technological adaptations of high schools in the state of
Amapá. The exploratory-descriptive study, through existing bibliographic and documentary
research, demonstrates how schools have adapted to the scenario caused by the new
coronavirus, sharing experiences and research that broaden observations about the components
of educational processes. This analysis provides an overview of the strategies adopted by the
schools, and from this diagnosis points out those that have been successful and can be
externalized to other educational units and, for those that have not been successful, points out
the obstacles to this, thus offering a situational diagnosis that can serve as a basis for possible
strategies to improve the teaching-learning process.

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