Impacts of emergency remote teaching on the learning of basic education students

reflections on school failure and the Covid-19 pandemic

Abstract

The study aimed to investigate the relationship between emergency remote teaching and the low academic performance of students in Basic Education. To this end, a state-of-the-art literature review was carried out, through the analysis of articles that address the research theme. Data collection was carried out in the Journals of the Coordination for the Improvement of Higher Education Personnel (CAPES). Articles published between 2020 and 2024 were selected. After searching the database and applying the eligibility criteria, 12 articles were selected to compose the corpus of analysis. The review indicated that during the Covid-19 pandemic, the problem of academic failure intensified, especially among students who are part of the most vulnerable social segment of society. Studies also indicate that learning was more impaired in the subjects of Mathematics, Physics, Sciences and others that involved practical classes, due to the lack of possibility of mediation by teachers. It was concluded that state-of-the-art studies provide a general overview of what has been investigated in the field and, at the same time, allow us to identify possible gaps that still exist, pointing out ways for new studies to be carried out.