ABSTRACT
The study emphasizes the impact of digital technological mediation on the permanence of high school students from the analysis of the pedagogical strategies adopted by Secretaria de Estado de Educacao e Desporto do Amazonas (SEDUC/AM), in the period of no presential classes, due to the Covid-19 pandemic, and in face of the gradual returning to the presential classes. It results from a survey of SEDUC's official documents, emphasizing the Home Lesson Project (remote education) and the Return to Classroom Plan (hybrid education). After analysis, it is considered that the Amazonas State has presented innovative initiatives in offering educational content. However, data points that about 45.85% of the high school students were without access to no presential classes. It evidences that if the democratization of technological resources to students isn't considered or if it is dissociated from the practice of remote education, it will happen an expansion of the problems that we already experience in the presential classes in public school.