O Ensino Remoto Emergencial (ERE) nos cursos de Letras da UNIFAP: desafios e enfrentamentos

Abstract

The present article aims to present an investigation into the impacts caused by the pandemic on teaching and learning processes, based on the impressions of professors and students from the Language Courses at the Universidade Federal do Amapá (UNIFAP), which implemented Emergency Remote Teaching (ERT) during the Covid-19 pandemic. The methodological approach used was a quantitative-qualitative ethnographic-based research. The data were generated through questionnaires administered on the Google Forms platform. The theoretical framework is based on some scholars addressing Digital Literacy, Remote Teaching, and Education in the pandemic context, including Mendonça (2020), Leal (2020), Ribeiro (2020), Coscarelli (2005), Barros-Mendes (2022), and other authors deemed relevant for this work. As results, we identified weaknesses in the technological proficiency of both professors and students, challenges with internet connectivity, a lack of suitable space for studying/teaching, difficulties in maintaining interactivity in the online classroom, and pronounced social inequality exacerbated and unveiled during ERT. The primary technologies used were Google Meet and WhatsApp, with mobile phones and laptops being the most utilized technological tools. This scenario highlights the need for continuous training policies in digital literacy for teaching practices. Furthermore, the Universidade Federal do Amapá must expand its policies to support students in socio-economic vulnerability, including providing access to technological tools for the students.