This study addressed the theme ICTs and education from a sociological reflection on
the Remote Teaching of the social sciences course at the Federal University of
Amazonas. Emergency remote teaching in social sciences at UFAM represented the
only viable way to continue studies, in times of distancing, but the structure of this
teaching model caused several impacts on the lives of academics. Thus, the objective
of the research was to verify how the use of communication and information
technologies, such the digitals platforms and classroom environments, such as
Classroom and Google Meet, has been changing teaching practices in the Bachelor of
Science course. UFAM’s Social Studies since the pandemic and what are the main
repercussions on the academic system and professional training. To carry out this
research, the qualitative and quantitative approach was chosen, as this type of
research combines both approaches: qualitative and quantitative. To achieve the
objectives, online questionnaires were applied using the Google Forms platform, with
the teachers and students of the course. The research showed that Remote Teaching
was not well evaluated by students and teachers because, in this period, a calculation
of evasion from the course and abandonment of subjects, in addition to the problem of
digital exclusion and social inequality, caused many students and teachers not to
participate in Remote Teaching, however, our data indicated agreement between
professors and students regarding the continuity of the use of ICTs in an academic
environment. This study also brings important sociological considerations about the
relationship between ICT and education.
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