In view of the discussions regarding the resumption of face-to-face teaching in the classroom,
after the end of the Emergency Remote Teaching (ERE) period, which occurred in the midst
of the COVID-19 (Sars-CoV-2) pandemic, This article aimed to investigate the perception of
teachers who teach in the final years of Elementary School about the return of classes to faceto-
face teaching in two public schools in Santarém/PA. Therefore, it was necessary to
conceptualize the ERE, contextualize the return of classes to face-to-face modality and relate
the pedagogical practices in these teaching formats mediated by Digital Information and
Communication Technologies (TDICs). An empirical descriptive research was then carried
out, using interviews as a research instrument and for the analysis of the collected data, the
Collective Subject Discourse (DCS) technique, developed by Lefèvre and Lefrève. In view of
this, the results were presented qualitatively, based on the collection of information from
primary sources resulting from field research, and secondary sources, resulting from a
literature review based on published books and articles, which imposes the observation that
the teachers considered the transition from remote to face-to-face teaching difficult, and that it
is happening slowly, since at first they experienced a readaptation phase, requiring new skills,
innovative practices and differentiated methodology, aiming to fill the gaps arising from the
ERE, emphasizing the need to integrate TDICs in the educational context, as pedagogical
support in the process of recovering students' learning.
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