School education; TDICs, Media-Education; Educational Practices; Teaching during Covid19.

The Covid-19 pandemic caused a significant change in the educational field in the world and in Brazil, due to the social distance that led schools to be closed and, when they reopened, they started to use a system called Emergency Remote Teaching (ERE) being the teaching-learning relationship mediated by Digital Information and Communication Technologies (TDICs). This research uses a qualitative approach and exploratory sequential design. It investigated the experience of teachers with remote teaching in the context of the Covid-19 pandemic, with the following objectives: to investigate, in dialogue with the education media, the use of TDICs in educational practices and strategies, taking into account their meanings and functions. Among the theoretical references, the study of digital culture or cyberculture, the relationship between education and technologies, the field of media education and media literacy stand out. The research theme is “The use of TDICs as a pedagogical resource in the context of the covid-19 pandemic” and the problem “What are the challenges and legacies left by the COVID-19 pandemic in basic education schools regarding the integration of TDICs into the education?" We have listed as a general objective to analyze the use of TDICs in the teaching-learning relationship in basic education schools and as specific objectives, to map the lessons learned in the use of TDICs as a pedagogical resource in emergency remote teaching (ERE); and to map teachers' experiences, which were published, using TDICs as a pedagogical resource in emergency remote teaching (ERE). Research articles from the Capes journal base between the years 2020 and 2021 were analyzed. Among the main conclusions of these articles, it can be highlighted that research on the subject is concentrated in universities, that the main types of research carried out are of order qualitative, as for the objectives, the main reason is to know how the teaching-learning process mediated by technologies occurred in the Covid-19 pandemic, among the main conclusions of the analysis of the articles are that the use of TDICs in the teaching-teaching relationship learning must be a priority in the initial and continuing training of teachers in the post-pandemic period, that teachers must be open to new methodologies in the post-pandemic period and that the pandemic has made clear the existing inequality in internet access and DICTs among Brazilian students . In relation to national surveys carried out with students from public and private schools, the main conclusions are that access to the internet is concentrated on cell phones, access to notebooks is greater in private schools, the use of the internet for teaching-learning has an inequality of more than 50% between schools in the North and South of Brazil. Among the schools, hybrid teaching stands out as the main teaching mediation strategy; less than 50% of schools provided some type of technological equipment for teachers' work, and videoconferencing and messaging applications were the main digital tools used by schools.