Teaching in times of covid-19 pandemic: a look at the experiences of remote pedagogical practice

Abstract

This paper aims to discuss and analyze the experiences in remote pedagogical practice in times of Covid-19 pandemic. The guidelines recommended in the regulations of educational bodies are taken as starting points, as well as the empirical observations of these practices in the school environment. Regarding the analysis methodology, a qualitative approach was used, referring us to narratives, experiences and the analysis of official documents as a procedure for understanding the phenomenon that is still in progress. In view of the restrictions imposed by the pandemic and the urgent demand for the need not to stop teaching, the competent bodies started to produce guidance documents for the public and private education systems, aiming at the continuity of classes. In this way, the community began to incorporate digital platforms and resources that had not been used in face-to-face teaching in its routine, to allow autonomy in content management and the incorporation of didactics linked to the virtualization of learning. Thus, the flexibility of measures related to the extension of the academic year, the incorporation into a continuum, associated with an interaction of digital platforms were elements that provided a new moment in Brazilian pedagogical practice. In synchrony with all of this, a set of actions advocated in national and international documents for access to the virtual environment materialized as a possibility of dialoguing with the competences and skills of education in the 21st century.