The critical relationship between pedagogical innovation and emergency remote teaching

This article presents a study on the relationship between pedagogical innovation and emergency remote education. The research focuses on the transfer of classroom classes to the remote format during the pandemic due to Covid-19. The study is qualitative and exploratory, with questionnaires applied to Brazilian teachers who are teaching remotely, the sample being non-probabilistic. In two distinct stages, using the “snowball” methodology, we produce data for analysis. The first stage was focused on pedagogical innovation and the second was directed to evaluation in emergency remote education. The results show that the majority of teachers only transferred their methodology to the online format, even though most of them had to redesign their classes. It is concluded that it is still necessary to deepen the critical understanding of a relationship between technologies and innovation of teaching practices.