Faced with the crisis caused by the COVID -19 pandemic, in which higher
education institutions had to paralyze the offer of face -to-face courses, the present
research sought to analyze how the process of implementing emergency remote
teaching at UNITINS took place, within the scope of the pandemic. of COVID -19.
A qualitative approach was used, the data triangulation method and, as data
collection instruments, bibliographic and documentary research and a structured
(written) interview were used. The implement ation of emergency remote teaching
(ERE) at UNITINS took place as an “action in experiment” due to the pandemic
context. The main challenges related to the ERE process, in the analyzed period,
were: difficulties in adapting to emergency remote teaching, th e methodologies
used by the professors were not entirely satisfactory, according to the students'
evaluation; both teachers and students had difficulties using the Educ@ Platform.
With regard to students' access to digital technologies, the lack of technol ogical
devices and access to an internet network with a stable, reliable and unlimited
connection were the main limitations reported. It was observed, as positive aspects,
that ERE brought a new form of learning mediated by the use of digital
technologies, namely, hybrid teaching and other formats mediated by digital
technologies. In conclusion, therefore, it is necessary to invest in public policies
aimed at including TDIC's in higher education, with the objective of reducing
digital exclusion and teacher training, seeking digital literacy, training students to
use digital technologies.
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