EMERGENCY REMOTE EDUCATION AND TRAINING IN PEDAGOGY

This text is an account of the experience of teachers working in the Pedagogy course at a private university in Salvador. The main objective is to highlight what are the learning possibilities and the damages of Emergency Remote Education (ERE) for training in pedagogy, punctuating the challenges that students have been facing in this process. Data collection was performed through anonline questionnaire, which addressed the specificities of the ERE, with regard to internet access and equipment, as well as aspects related to learning in this modality. The analysis of the aforementioned instrument revealed that Emergency Remote Education promotes the continuation of the training process, disregarding the cultural, economic and emotional needs of students, limiting the possibilities of learning in this context of pandemic, marked by obstacles, inequalities and transformations.