TECHNICAL SCHOOL OF HEALTH

SCIENTIFIC INITIATION AND EMERGENCY REMOTE TEACHING

Abstract

This article seeks to present and discuss some aspects of the experience of carrying out Emergency Remote Teaching (ERE) in the pandemic context in a technical health school, focusing on the institutional responses to new demands and challenges, as well as the analysis of construction of course conclusion works linked to the scientific initiation of integrated high school courses. A qualitative approach was used as a methodology for the preparation of the article, accompanied by a literature review and monitoring documents of the ERE implementation process. The results show that, although it is possible to make positive evaluations with the resumption of activities, the ERE remote format showed limits, especially regarding the pedagogical proposal (schedule, schedules, contents, balance between classes and asynchronous work) and the homeization of teaching. in extreme life contexts and even more vulnerable by the pandemic.