Do ensino remoto emergencial ao pós-pandemia: reflexões sobre o uso das tecnologias digitais na educação

Abstract

This study investigates the use of digital technologies in education during the Covid-19 pandemic and their permanence in the post-pandemic period, analyzing the impacts, challenges, and lessons learned throughout this process. The research contextualizes the abrupt changes in the educational landscape with the adoption of Emergency Remote Teaching, highlighting structural inequalities, digital exclusion, and the need for adequate teacher training. Questionnaires were applied to teachers from different areas and educational levels, whose responses revealed the main tools used, adaptation strategies, and challenges faced. The results indicate that although digital technologies enabled the continuity of classes, their integration occurred in an improvised and unequal manner, resulting in teacher overload and difficulties in student engagement. In the post-pandemic period, some digital practices were maintained in a more planned way, mainly in the context of hybrid education, while others were abandoned by teachers who had negative experiences. It is concluded that the consolidation of the pedagogical use of technologies depends on investments in infrastructure, digital inclusion policies, and continuous training, in order to ensure that these resources effectively contribute to a more equitable and innovative education.