Resumo:
In order to identify the possibilities of using remote laboratories when teaching Physics in
basic education, our research sought to understand the difficulties of using them and what
contributions they can bring to the teaching and learning process of students. Thus, semi structured interviews were conducted with teachers and Physics undergraduates who knew
and had used experiments from remote laboratories in a systematic way. The analysis was
carried out through the procedures of discursive textual analysis and showed that, more than
an alternative to the lack of laboratories and equipment for the study of Physics, remote
laboratories are an option that can offer access to more robust experimental activities, in
addition to being able to awaken students' creativity and critical sense by studying phenomena
mediated by digital information and communication technologies. As for the implications on
the use of the resource, the infrastructure and structure of the school system are major
impediments when opting for and using the resource. The teaching role, as well as a good
training to suit it, was mentioned as essential to use the remote laboratories in a significant
way in the teaching and learning process of students, which can become an implication for
their use, because in addition to knowing it, the research identified necessary for the teacher to
develop specialized knowledge that guarantee an adequate and adapted integration to the
different educational realities
