Concerns, anxiety and challenges of brazilian education in the post-pandemic: what does scientific production tell us?

Abstract

Amid the educational setback experienced in Brazil due to the Covid-19 pandemic and the consequent imposition of Emergency Remote Teaching, it can be said that the academic community is still delving into the nuances, implications, and contradictions of this period. With a temporal focus on the transition to a "new normal," this study aims to examine the main themes addressed in research conducted in Brazil on Remote Teaching and post-pandemic challenges. The methodological approach was marked by a Systematic Literature Review, carried out in four scientific databases (BDTD, Google Scholar, SciELO, and CAPES Portal of Journals). The main results highlighted researchers concerns with the following categories: Transition to Remote Teaching and Educational Inequalities, Curricular Adaptation and Pedagogical Innovation, Impact on Students' Mental Health and Well-being, Challenges of Assessment and Learning Monitoring, and Learning and Innovation Opportunities. Alongside these findings, and aware of the relevant caveats, we believe that remote teaching catalyzed innovation opportunities, fostering teacher collaboration and the integration of more dynamic educational strategies. The conclusions of this study reinforce the need for inclusive educational policies, investments in teacher training, and greater psychosocial support to face the persistent challenges in the post-pandemic period.