The new Coronavirus pandemic (COVID-19) brought biggest changes in several society fields and the educational branch had to adapt new reality, in this sense, emergency remote teaching (ERT) was adopted in worldwide - teachers abruptly adapted their curriculum to “match” with this new reality. In Brazil, there is the Programa Institucional de Iniciação à Docência (PIBID), regulated and executed by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), where undergraduates (pibidianos) are introduced to the pedagogical experience in school environments. Therefore, the aim of this work was to investigate experiences and constructions carried out by a group of pibidianos from the subproject Biology/UFPA campus Bragança, during the adoption of ERT due to the COVID-19 pandemic. As a result, it was reported that the greatest difficulties are related to: difficulty in adapting materials/methodologies; precarious internet access by both pibidianos and students; difficulty of use digital tools; lack of face-to-face contact; beyond monotony. As positive points, it was said that this “breakdown” allowed growing and stimulated the creativity of pibidianos; contact with professionals specialized in digital tools; they were challenged to develop teaching materials; learn to deal with digital tools and work as a team. Therefore, we concluded that it was possible to clearly and objectively delineate both the successes and errors in the adoption of the ERT from the point of view of the pibidianos.
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