Ensino remoto emergencial: adaptação docente às tecnologias digitais e às práticas pedagógicas na educação superior da Universidade Federal de Uberlândia

Abstract

This research, developed within the scope of the project “Education, Technology and Communication: articulations between knowledge and the study of the impact of pedagogical and media strategies used by UFU during the period of remote classes” — the result of a partnership between the Federal University of Uberlândia (UFU) and the Research Support Foundation of the State of Minas Gerais (FAPEMIG 2022, Process APQ-00853-22), linked to the research line Knowledge and Educational Practices — aims to investigate the didactic-pedagogical and media strategies employed by Humanities professors during the suspension of face-to-face activities due to the COVID-19 pandemic. The study focused on the analysis of teaching practices in stage II of the Emergency Remote Academic Activities (AARE) and in the First Regular Remote Period (PPRR), emphasizing the identification of emerging knowledge, the challenges faced in the use of digital technologies, and the transformations observed in pedagogical practice. It is a qualitative research, exploratory and descriptive in nature, that used semi-structured interviews as the main data collection instrument, analyzed through content analysis techniques. Findings show that Emergency Remote Teaching (ERT), although marked by improvisations, precariousness, and significant work overload, also became a fertile field for the re-signification of teaching practice, fostering processes of self-directed learning, methodological creativity, and critical reflections on the role of Digital Information and Communication Technologies (DICTs) in mediating knowledge. The data reveal the adoption of diverse teaching strategies, involving platforms such as Moodle, Google Meet, Teams, audiovisual resources, quizzes, discussion forums, active methodologies, dialogued lessons, and collaborative practices. These strategies were implemented under adverse conditions, such as technical limitations, lack of structured institutional training policies, weaknesses in student engagement, and emotional impacts associated with social isolation. Despite these obstacles, professors demonstrated adaptability and innovation, reiterating their central role as mediators of the educational process in times of crisis. It is concluded that ERT, although an exceptional and temporary measure, brought relevant contributions to teaching practice, expanding discussions on hybrid teaching, continuing teacher education, and public policies committed to quality and equity in higher education. The findings highlight the need for institutional recognition and appreciation of teaching work, as well as investments in infrastructure, mental health, and professional development. The pandemic experience, therefore, reveals both the potential and the limits of the pedagogical use of digital technologies, underscoring the importance of formative intentionality and the ethical-political commitment to building a more flexible, inclusive, and resilient higher education.