Consequências do ensino remoto para os anos iniciais do ensino fundamental na pandemia: revisão de literatura

Abstract

This research aims to investigate the implications of remote teaching for the process of students’ appropriation of systematized knowledge among children aged 6 to 10, identifying convergences and specificities observed across the different contexts addressed in recent scientific literature. The theories of Freire, Vygotsky, Leontiev, Castells, and the Four in Balance model were used to contextualize the identified challenges, highlighting the need for public policies that promote digital inclusion, teacher training, and the critical integration of technologies in education. To this end, a literature review was conducted, in which 15 scientific articles published between 2020 and 2024 were analyzed, selected from the ERIC database. The results reveal that remote teaching exacerbated educational inequalities, especially due to digital exclusion, lack of social interaction, and the deterioration of teaching working conditions. The absence of pedagogical mediation and collaborative activities compromised the cognitive and emotional development of children, while the commodification of education reinforced the capitalist logic criticized by Marx. It is concluded that remote teaching, although necessary during the pandemic, was not able to meet the needs of all students, especially the most vulnerable, reinforcing the urgency of a more equitable and humanizing education.