mergency Remote Teaching Applied in the Pandemic Period (2020-2021): a Proposal Inspired by Distance Education

Abstract

This article analyzes the contributions of distance education to emergency remote learning (ERE), a method widely used in the period of the COVID-19 pandemic (2020-2021). Distance education collaborations, a teaching modality already consolidated in the educational field, have adapted to existing school practices and created different demands. The counterpoints of the school space and the virtual space, resources, languages, environment and interaction are shown differently in these non-face-to-face teaching initiatives. Thus, in distance education, actions and practices are foreseen based on didactic planning in different times and spaces, while ERE is characterized as new way of virtualizing the teaching practiced in the classroom. We understand that the advent of new pedagogical virtual contexts has evidenced an urgency to adapt to new technological tools and new materiality, such as screen culture, for example. We will discuss the impact of digital culture on teaching and pedagogical relations, mobilizing challenges in the educational field and in society. To this end, we analyze the discourses (Foucault, 2007) and their representations (Chartier, 1990), based on occurrences in the newspaper O Globo (on-line), between 03/19/2020 and 03/08/2021, in a challenging and uncertain historical moment, in which digital culture mobilized pedagogical practices.

Keywords: Distance education. Pandemic. Digital culture.