SOCIO-AFFECTIVE RELATIONS AND INTERACTIONS IN EMERGENCY REMOTE TEACHING

Abstract

This article aims to understand how were the social-affective relations and interactions in emergency remote teaching in the state education system of Santa Catarina, based on a context experienced in a polo school in Tubarão city, southern region of Santa Catarina. The research was conducted during the period of pandemic caused by SARS-CoV-2. It is a qualitative research, classified as a field study, whose data collection instrument were two questionnaires, available in Google Forms tool, having as subjects teachers, parents and students of that school unit; the empirical data were analyzed considering the basic theoretical referential. It is concluded that relations and interactions constitute the pedagogical practice, which must be planned and developed with intentionality, sensitivity and affection, given the right of access, freedom, autonomy and integral ducation that must be guaranteed by the school.