ABSTRACT
The choice for remote learning -name given to the online classes or to the handouts distributed by schools when the COVID-19 Pandemic broke out -became the major alternative in Brazil with the purpose of strengthening the bond between school and students. However, this choice seems to bring along some issues in what refers to relational matters. With that in mind, this study aims at the analysis of modifications that are likely to take place in the teacher-students interactions through dialogic and affective relationships, focusing on students' learning in classes that are not in-person, whether they are based on a synchronous/asynchronous remote learning mode or on the distribution of printed handouts. The study is characterized as a theoretical research based on Freire and its intent is to reflect how relationships of dialogue and affection might interfere in the educational process and consequently in students' learning.