Potencialidades e limites do ensino remoto emergencial: uma revisão da literatura.

Abstract

The year 2020 was marked by the advance of the Covid-19 pandemic that affected all countries, including Brazil. To contain the rapid spread of the virus, governments, at their federal, state, and municipal levels, launched restrictive measures, including social isolation, which impacted the reorganization of all social and productive activities. For education, the restrictive measures meant the suspension of face-to-face classes and the advent of Remote Teaching in an emergency context, becoming known as Remote Teaching, Emergency Remote Teaching and sometimes assimilated as Distance Education. The objective of the work is to identify the main limits and potential of Emergency Remote Teaching, implemented because of the pandemic caused by COVID-19, in pedagogical practices through literature review. A literature review was carried out with a qualitative approach, collecting data in scientific articles published between the years 2020 and 2022. With the research it was possible to understand that Emergency Remote Teaching represented challenges for everyone involved in the educational process, ranging from objective aspects, such as lack of access to technological resources, even subjective ones, such as the emotional dimension and mental health. However, the innovations arising from Emergency Remote Teaching led to the empowerment of education through methodologies that brought greater meaning and motivation to teaching.