A afetividade no ensino remoto emergencial: revisão integrativa

Abstract

The advent of Emergency Remote Teaching in Education in our country during the COVID-19 pandemic, intensified the various challenges for the practice of education professionals who envisage a socially referenced educational process. Given this context, the schooling trajectories experienced during this period accentuated a critical look at the learning process, considering the social, cultural and historical aspects impacting the subject's learning and psychosocial development. In view of the above, this research investigated the importance of affection in the teacher-student relationship during emergency remote teaching through an integrative review of national research. For this, a survey of the productions in the Google Scholar database, dated from 2020-2022, was carried out, using the descriptors Emergency Remote Teaching AND Affectivity AND Teacher-student relationship. As a result, it is clear that the CoViD-19 pandemic has impacted teaching in many ways, not allowing structure for both the teacher and the students. The lack of face-to-face contact hindered the development of interactions and limited the teaching-learning process, as well as the lack of quality in the technologies. Being a crucial factor for participation during remote classes. In general, it can be concluded that the development of affective bonds during remote teaching was fundamental for the permanence and reception of students throughout the ERE, as it allowed students to actively participate and become subjects of their learning during the atypical scenario we experience.