Identity, teaching work and school pact: tensions and challenges in remote teaching

ABSTRACT This article analyzes the period of emergency remote teaching from the point of view of teacher-student interaction and teacher identity. For this, 20 interviews were conducted with teachers from the city of Rio de Janeiro who worked in basic education between 2022 and 2023. We identified five categories that contributed to a precarious experience of remote teaching: autonomy, long work hours, privacy, lack of resources in accordance with the objectives of distance learning and breach of the school pact. We also identified strategies for the reconstruction of the learning context that focused on the pedagogical-affective aspect and an intense production of didactic materials. We also sought to understand how the new technology and communication technologies (NICTs) can forge precarious identities, but also allow the reinterpretation of teaching practice.