The research is about technologies and Remote Teaching in the discursivities of teachers and students of the Pedagogy Course at the Federal University of Pará, linked to the Faculty of Education of the University Campus of Bragança, offered at the University Campus of Capanema-PA, especially with the participation of the Pedagogy Class 2017. The main objective is to analyze the discourses of teachers and students regarding the use of technologies as strategies and resources of digital inclusion in the Emergency Remote Teaching classes of the Pedagogy Course. I chose the specific objectives to identify in the speeches of professors the technologies used to offer the curricular component in the ERT; to identify in the students' speeches the perception of digital inclusion in Remote Teaching; to characterize the use of technologies in the ERE by the teachers and students of the Pedagogy Course. The methodological contributions are with authors such as Kenski, Lévy, Moran, Masetto, Behrens, Pretto, who deal with technologies and the use of technological resources as a social democracy of knowledge. And, Dejours who deals with suffering in work ergology, I turn to him to talk about teaching and learning in the ERE as fear, suffering. The approach is qualitative and quantitative because it considers that the two methodologies are complementary to each other, generated by a questionnaire developed in Google Forms to generate data. The results reveal that the coexistence in the composition of the entire period of the ERE, makes it clear that technologies can be aggregated for education, facilitating access from various places, but they need to be used through contexts aimed at the development and articulation of knowledge, improving the pre-established knowledge for better application of its use. It was concluded that the COVID-19 pandemic, together with the Emergency Remote Teaching taught through technologies, caused several difficulties during its journey, from adapting to completing the disciplines, but with the approximation of ICTs, it was feasible to understand how to use them in the context of higher education courses and mainly in the incorporation of methodologies.
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