O IMPACTO PSICOSSOCIAL DO ENSINO REMOTO MEDIADO POR TECNOLOGIAS DIGITAIS: DESAFIOS E OPORTUNIDADES NA EDUCAÇÃO EM TEMPOS DE CRISE

Abstract

This article aims to analyze the psychosocial impact of remote teaching mediated by Digital Technologies (DTs) in the context of Language courses of the State Secretariat of Education and Sports (Seduc-AM) in Manaus during the Covid-19 pandemic. The rationale for this study lies in the need to understand how the rapid transition to remote teaching has affected both pedagogical practices and the emotional well-being of teachers and students. The methodology used was a qualitative and exploratory research, focusing on a case study. Questionnaires were applied and interviews were conducted with teachers who work in the state education system. The data obtained were analyzed based on the content analysis technique proposed by Bardin (2010), resulting in two main analytical categories: the challenges faced during remote teaching and the opportunities for pedagogical innovation offered by DTs. The results revealed that, although the transition to remote teaching has brought significant challenges, such as the increase in workload and inequality in access to technologies,  It also offered opportunities for the diversification of pedagogical practices and the development of new skills. The research highlights the importance of continuous training and adequate technical support for the effective integration of DTs in education.