ANALYSIS OF THE MAIN CHALLENGES AND/OR DIFFICULTIES FOUND IN RELATION TO REMOTE EDUCATION AND/OR THE INCLUSION OF TECHNOLOGY IN EVERYDAY PROFESSIONAL DAY

Abstract

Digital technology in Brazilian education was a reality present more frequently in EAD higher education institutions, however, during the period in which the Covid-19 pandemic was ravaging humanity, causing unprecedented deaths, isolation and social distancing appeared as a safe alternative against contagion, at that time, without knowledge of the vaccine to combat the virus. Schools were instructed to continue the school year through remote teaching, however, many difficulties arose, teachers lacking technological skills, lack of resources to acquire the devices necessary for broadcasting and recording classes, lack of access to quality internet and students in conditions of social vulnerability, also, without devices to connect to online platforms to attend classes. This scenario provoked reflections on teacher training and the use of digital technologies, since this tool was already part of people's daily lives, that is, teachers and students, before the pandemic; Numerous platforms were and are accessed daily for different purposes. What the pandemic period revealed was a digital disparity between the less privileged and those who had access to digital devices. In addition to asserting the need for teachers to seek continuing training to learn and/or improve skills and competencies to use digital technologies in the classroom. The methodology used was a systematic bibliographic review research with a qualitative/quantitative approach, with consultation in the Scielo, Google Scholar and the Brazilian Digital Library of Theses and Dissertations (BDTD) databases, using the descriptors: “remote teaching”; “covid-19 pandemic”, “distance education”; "legislation"; “teachers working during the pandemic” and “technology in teaching”. Data collection was carried out using a questionnaire with fifteen open questions, sent via the WhatsApp application to two teachers. Obtaining as a result, a certain measure of resistance from some teachers who insist on continuing with the conventional teaching model, however, the social context imposes these changes, as students enter school bringing knowledge acquired in the family nucleus and in the community, and it is important to work this knowledge and add it to the new knowledge acquired through discoveries at school and digital technology is an ally in this process.