Emergency remote teaching: the perception of basic education teachers in the productions available in the Capes Periodical Portal database in 2020 and 2021

• Autor(a) principal: Vieira, Jullianna Ferreira de Melo
• Data de Publicação: 2022
• Outros Autores: Pinheiro, Veralúcia, Silva, Yara Fonseca de Oliveira e
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Prática Docente
• Texto Completo: http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1602
• topic: Pandemic; Basic Education; Emergency Remote Schooling; Technology; Pandemia; Educación básica; Enseñanza remota de emergencia; Tecnología; Pandemia; Educação Básica; Ensino Remoto Emergencial; Tecnologia

The Covid-19 pandemic forced the adoption of restrictive sanitary measures in order to prevent the spread of the disease, which affected, among other sectors, the schools. In-person classes were replaced by digitally remote ones, authorized by the Ministry of Education, and to make them feasible, the Emergency Remote Learning (ERE, in Portuguese) was created, mediated by digital technologies. The present text analyzes the experiences of basic education teachers with the new teaching model, collected by researchers whose articles, produced in the years 2020 and 2021, the period of appearance and dissemination of the new coronavirus, are available in the database of the Periodical Portal of the Coordination for the Improvement of Higher Education Personnel (Capes, in Portuguese). In this literature review, it was found that there is little research on emergency remote teaching that has teachers’ perceptions as a source, and that in most of them, technology is reduced to its technical instrumentality and innovative ingenuity and conceived as neutral. The professors heard in the analyzed researches pointed out the digital divide as the main difficulty for the performance of their functions, and that the implementation of the ERE did not guarantee the minimum conditions of access and participation.