Challenges Faced by Teachers During Emergency Remote Teaching in the Public School System of Santo Antônio do Leverger-MT

Abstract

This study aimed to understand, from the teachers’ perspective, how the transition to remote learning during the Covid-19 pandemic affected teaching and learning for elementary school students in twelve municipal public schools in Santo Antônio do Leverger, Mato Grosso. The research analyzed the challenges faced, the available resources, and the strategies adopted by educators during this period. A qualitative approach was used, structured as a case study, with questionnaires directed at the teachers. During the Emergency Remote Learning (ERL), teachers reported a range of difficulties, such as limited internet access and a shortage of technological resources, as evidenced by the exclusive use of WhatsApp as the only educational interaction tool. They also pointed out an increased workload, worsened by mobility challenges in the region. Another significant issue was the difficulty families faced in supporting student learning, often due to the low educational level of guardians. In practice, all these limitations, along with the lack of proper infrastructure, compromised the effectiveness of remote activities. It became evident that, under the conditions in which it was implemented, ERL failed to ensure access to education. On the contrary, it ended up deepening existing inequalities, especially in rural and marginalized areas, where structural and social vulnerabilities are even more severe. The study concludes that to face emergency situations such as the pandemic, public policies must consider the multiple realities that exist across the country. It is essential to respect the specificities of each territory and to recognize the concrete challenges faced by each school community.