In the context of the COVID-19 pandemic, some challenges emerged that reflected on the
pedagogical activity in emergency remote teaching. Thus, the aim of this study was to analyze the
impacts of educational practices adopted in the remote period by Chemistry and Biology teachers from
public schools in Itacoatiara, Amazonas. In this study, qualitative-descriptive research was carried out,
with 10 teachers from public schools in Itacoatiara/AM, with data collected through a questionnaire
and a semi-structured interview. As a result, 70% of the professors commented that their initial
training contributed to the preparation of classes, especially because they had the opportunity to work
with educational technologies during graduation. In addition, with the use of these technologies,
classes became more interesting, and this practice was maintained after the end of pandemic
restrictions. However, the greatest difficulties encountered were the way to assess students and access
to the internet. The pandemic brought new teaching logistics, intensified the use of playful activities,
made it possible to send teaching materials, and teachers turned difficulties into possibilities. It was
observed that the moment of emergency remote teaching had an impact on the way teachers teach their
classes when they return to face-to-face activities, in which many began to include educational
technologies in their school routine.
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