REMOTE EDUCATION AND TECHNOLOGICAL INCLUSION: CHALLENGES AND PERSPECTIVES IN THE TEACHING PROFESSION

Abstract

This study analyzed the challenges and perspectives of remote teaching and the inclusion of technologies in the professional teaching context, focusing on basic education teachers during the COVID-19 pandemic. The research, with a qualitative and descriptive-exploratory approach, was developed based on semi-structured interviews with two teachers with distinct backgrounds and trajectories. The results indicate that although digital technologies were already present in the school routine, the emergency implementation of remote teaching revealed significant shortcomings, such as unequal access to the internet and devices, lack of preparation for the pedagogical use of technologies, and structural limitations. It was also identified that strategies such as the use of active methodologies, visual resources, interactive platforms, and printed materials were essential to maintain student engagement. Despite the barriers, a positive legacy was observed regarding teachers’ digital fluency and the appreciation of hybrid teaching as a future perspective. It is concluded that the effective integration of technologies in education requires continuous investment in infrastructure, teacher training, and public policies that ensure equity and digital inclusion, enhancing the pedagogical use of digital tools without replacing the human dimension of education.