Resumo:
We live in the age of digital culture with the massive presence of Digital Information and
Communication Technologies (TDIC). Despite this scenario, at school, the presence of these
technologies in didactic activities was rare. In 2020, however, the COVID-19 pandemic caused
schools to be closed and teaching began to be carried out remotely, in most cases, through
TDIC. Given this scenario, this research aims to understand the teaching experience with
remote teaching in conjunction with pedagogical practice in the context of digital culture. The
research is configured as a descriptive study with a qualitative approach and the methodological
path is inspired by Grounded Theory. Data collection was carried out through semi-structured
interviews with 17 high school teachers from the areas of Biology, Chemistry, and Physics who
worked during emergency remote teaching in the context of Brazilian formal education. Data
analysis was carried out in three phases, according to Grounded Theory. They are an initial,
focused, and conceptual analysis. At the end of the research, we developed a substantive theory
about the phenomenon studied. The theory emphasizes that during remote teaching, teachers
had other views about the use of TDIC in the educational context, but the integration of these
technologies, as potentiators of teaching and learning processes, depends on action based on
pedagogical praxis (which does not appear in the data) and public policies that enable social,
cultural and economic equity in society (which are non-existent or ineffective and whose lack
directly interfered with teaching during remote emergency teaching). The theory also shows
that in emergency remote teaching, teaching was more permeated by these issues, in a way,
external to the school context. It is expected that the results achieved, from the elaboration of
the theory in this study, can contribute to the understanding of this moment in education and
reduce gaps in knowledge in this field. As well as strengthen the understanding of the
phenomenon of remote teaching and its possible implications for face-to-face teachings.
