EMERGENCY REMOTE TEACHING AND THE USE OF DIGITAL TECHNOLOGIES IN BASIC EDUCATION: A THEORETICAL ANALYSIS OF CHALLENGES AND POSSIBILITIES FOR TEACHING

Abstract

This article sought to analyze the use of digital technologies in education considering the emergent remote teaching institution analyzing the impacts on teaching practice. This is a bibliographic research of qualitative approach, anchored in the assumptions of Bortoni-Ricardo (2008). The literature approached shows that the development of new Information and Communication Technologies (ICT's) has brought about changes in domains of human activity, impacting aspects of social organization. In the educational field, the suspension of presential classes and the institution of remote learning which, according to the legislation, may or may not be mediated by digital technologies, have impacts on the way of dealing with knowledge. It is also observed that the use of digital technologies in emergency remote learning raises questions for reflection and analysis, showing that the use of digital technology is permeated by challenges, such as social inequalities, in which the precarious access to the internet stands out, conditions related to socioeconomic aspects, impacting the opportunities in relation to the continuity of the classes and the learning process; professional training, which revealed the need to reflect on teaching and learning methodologies, on ways of teaching and learning, which inevitably leads to a movement of redefinition of the processes and pedagogical practices.