The transformations that occurred with the beginning of the Covid-19 pandemic caused several changes
in education and consequently in the practices of teachers, as well as in society, particularly in the
cultural and social economic contexts. In education, there was a need for social distancing and with this
activities in face-to-face teaching were suspended, making it necessary to adopt remote teaching as a
teaching and learning process combined with the use of Digital Information and Communication
Technologies (TDIC). Thus, the present work aims to analyze the difficulties encountered by teachers
when teaching mathematics in the remote model, using the TDIC, during the Covid-19 pandemic, at
Escola Estadual Girassol de Tempo Integral Combinado, in the municipality of Combinado (TO). The
use of TDIC challenged the entire school community to adapt to this new senários, where the center of
this process is the student and the teacher is the main mediator facing challenges in a co-responsible
way in the school environment. Therefore, we carried out a research with a qualitative approach, using a
semi-structured questionnaire for data analysis, prepared and sent through e-mail and dialogues through
Whastapp message, to be answered by teachers from the public school system in the State of Ceará.
Tocantins, seeking to analyze the difficulties encountered by these teachers when using TDIC during the
pandemic. The results on the transmission process of these teachers to remote teaching, highlighting the
lack of familiarity and training with the TDICs, indicating the limitations of initial and continued
training regarding their use.
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