This study evaluated the teaching practice during the pandemic, the case of the agricultural
family school of Porto Nacional -TO. This study aimed to analyze the teaching practice in
school and what were the greatest challenges faced during the pandemic, to understand the
difficulties and strategies of teachers focused on the teaching model adopted for the school of
the field. For this study, an interview was used to collect data from a semi-structured script. The
study has a qualitative, descriptive approach, where a prerequisite adopted for the choice of
participants was educational follow-up during the pandemic process. The interviews were
conducted in person at the school, recorded and later transcribed. We analyzed the teachers'
discourse on pedagogical practice during the pandemic, to understand the greatest challenges
in relation to access to technologies and the challenges and adaptations of teachers during the
pandemic period. The results indicated limitations in access to the Internet by students, which
directly reflects in teaching practice, because it prevents the interaction between teacher and
student that is essential in the teaching and learning process. Thus, for the success of remote
education focused on rural areas, it is necessary to propose teaching strategies so that they can
advance equally, in addition to a planning that precedes adequate training for teachers to deal
with a new teaching model previously not carried out by them.
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