ABSTRACT
In this text, we present the results of a research conducted in 2020 that, using an online survey, sought to identify the perception of elementary and high school teachers, who were performing emergency remote teaching, about their media literacy skills. The data obtained in the questionnaire were subjected to descriptive analyzes and to chi-square test, in order to identify possible associations between different variables. Among the main results, we highlight the high perception of media literacy skills by teachers, as well as the use of these skills in emergency remote education. The tests indicated an association between the custom of proposing media literacy practices at school before the pandemic and a greater perception and use of these skills by teachers in remote education. It was also identified, among state school teachers, a low perception of competence to understand the use that big techs make of their data, indicating that they may be vulnerable to large private groups that manage these platforms and also poorly prepared to guide your students on the topic. We reaffirm the need for a critical approach to media literacy, focusing not only on knowledge about the use of user data, but also on the functioning of algorithms, which is essential for understanding how the so-called digital capitalism operates, and for the exercise of social practices of use of media, especially at a time when we've become dependent on technologies for study, work and social relationships due to the physical distance imposed by the Covid-19 pandemic.