The reflexes of remote teaching in Covid-19 pandemic times

ABSTRACT

The Covid-19 pandemic impacted the educational field and the reflexes were immediately perceived due to the need for social isolation and the suspension of face-to-face classes. The research is justified by the need to understand the reflexes of remote classes in the pedagogical practices of teachers. The objective was to investigate the reflexes of remote education in the pedagogical practices of teachers in two private teaching institutions. The research was qualitative and exploratory, with a sample of 57 teachers (35 women and 22 men) from two private institutions in a municipality in Minas Gerais. A questionnaire was used as a data collection instrument. The results indicated that the teaching work increased during remote classes and that there was support from the institution in the transition. Most teachers did not have difficulties in relation to the tools for remote classes, however they said they needed more help with technological issues. Teachers largely considered the socio-affective dimension to be the most affected by remote education. It was concluded that remote teaching changed teaching structures and promoted teachers' uneasiness in relatn to methodologies and new technologies in the classroom environment.