Teachers' memories: trajectory of the transition from face-to-face to distance learning

The theme of this paper is distance learning. We aim at analyzing memories of teachers who have been working in on-campus undergraduate courses, then started to work in distance education in private higher education institutions in Rio Grande do Sul. As guiding questions we list: What are the biggest challenges faced by teachers in changing the modality of education? What are the impacts on the professional performance of teachers who started to work in distance learning? Higher education in the distance modality (bachelor's degrees or higher education in technology) belonging to higher education institutions previously accredited for such offer, were defined as the research universe. The research was carried out in two stages: exploratory, through bibliographic and documentary research and field research, through thematic interviews. Data analysis was performed using the Thematic Content Analysis technique. The experience with Distance Education enabled the interviewed teachers to add new knowledge in relation to their professional activities, because, according to them, they made their classes more dynamic and broadened their views on education.