This study’s theme is the teaching work in Remote Teaching, through which we seek to
understand the challenges and possibilities of working this way for teachers of Kindergarten
and the early years of Elementary School, in order to identify the impacts on their practices
and the way they are dealing with the restructuring of teaching work in the current context. As
specific objectives, we sought to: i) describe the challenges faced by teachers; ii) identify the
limits and possibilities of the work carried out in Remote Education; iii) reflect on the
precariousness and intensification of work and its effects on the development of teachers'
practices; and iv) explain the demands that emerged in the training and preparation of these
professionals to work with children in the pandemic context. This research has a qualitative
approach, made through field research, in which we use semi-structured interviews as an
instrument for data collection. The interviews were conducted with five teachers: four who
live in Campos Belos-GO and work in schools in the municipal education network, and one
who lives in Arraias-TO, a teacher in a teaching cooperative. we based our reflections and
analyzis on the discussions proposed by the research group “Alfabetização em Rede” (2020)
and on studies by Gonçalves and Guimarães (2020), Macedo (2020), Freire (1996; 1997) and
others. This study allowed us to understand that Remote Teaching represents a great challenge
for the teachers interviewed, mainly because they did not receive training and did not have
access to resources that could contribute to the better development of their practices.
Furthermore, it was clear in the teacher’s testimonies that work remotely enabled the
construction of a new learning as they had to adapt their practices to the context, but also
generated an overwhelming amount of work for these professionals and, at times, the
occurrence of negative feelings, such as insecurity, concern, stress, frustration and anguish,
arising from the context and aspects that permeate practices in Remote Education, such as the
precariousness of working conditions that were intensified during the Covid-19 pandemic.
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