Emergency remote teaching and pedagogical practice in the context of digital culture

understanding teachers´ experiences

Abstract

This research aims to understand teachers' perceptions and practices during emergency remote teaching (ERT). This is a descriptive study with a qualitative approach and based on the Grounded Theory (GT). Data collection took place through semi-structured interviews. The results points out that, during the ERT, teachers had other views about technologies in the educational context, but their integration as potentializers of the teaching and learning processes did not occur due to the absence of elements such as pedagogical praxis, educational public policies and equity social. This directly interfered with teaching practice. Although they reinforce points already been widely discussed in the field of educational research, the use of GT and the formulation of conclusions emerging from the experimental data of the research subjects can contribute to ratifying the importance of this methodology in studies in the field of education, as well as to strengthen critical discussions about technologies in the post-pandemic scenario.