Ensino Remoto Emergencial (ERE) : impactos positivos e negativos da pandemia do Covid-19

Abstract

During the Covid-19 pandemic, Emergency Remote Teaching (ERT) brought several challenges for teachers and students. Adapting to remote classes, reconciling study and work, in addition to mental health care during a pandemic, required more effort from the students’ body. Faced with the need to identify the impacts that this abrupt change brought, the research problem was: How did State University of Goiás’ students (UEG)-CET adapt to the ERE during the Covid-19 pandemic? The main objective was to analyze variables regarding UEG’s students adaption to the ERT, based on the research of Brazilian Social State Observatory (BSSB) about ERT and student vulnerability. The research was exploratory and descriptive, using biblio- graphic and documentary research procedures to building the theoretical references related to the changes reported by students in other teaching institutions, self-efficacy and difficulties encountered by them and the description of the results found. From the analysis of quantitative data from the BSSB research, was possible to visualize positive changes related to the means of communication, methods and number of synchronous classes considered more efficient and negative, such as changes related to mental health, energy or internet failure and general per- ception of the ERT by the students. With this, the main objective of the research was achieved, raising information capable of providing educational institutions with an aid to improve the methods used in the ERT.