EMERGENCY REMOTE TEACHING POLICIES AND TEACHING WORK

Abstract

The advancement of the pandemic in the year 2020 caused significant impacts in various areas, including education. The search for answers to confront and minimize the consequences mobilized different sectors, including academia and the scientific field. Our objective in this article is to present a literature review on the policies of emergency remote teaching (ERT) and the Special Regime for Non-Presential Activities (SRNPA), adopted in the state education network of Minas Gerais, identifying its effects mainly on teaching work. The results indicate the predominance of programs supported by the use of digital information and communication technologies (DICT) and by the dissemination of the discourse of teacher accountability, which resulted in disqualification, intensification of work, and exhaustion of these professionals. Furthermore, the weaknesses presented by these proposals tend to deepen the pre-existing social and educational inequalities.