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From the measures taken to face the COVID-19 pandemic since 2020, adopting hybrid teaching has become one of the issues to be addressed in the educational agendas, however, it entails uncertainties and difficulties to carry out emancipatory practices. Conceptualizing hybrid teaching is not an easy task, several authors have done it, but in different ways. To identify the concepts of hybrid teaching that have prevailed in Brazilian education in the last 10 years, a Systematic Literature Review (SLR) has been carried out at the Brazilian Digital Library of Theses and Dissertations (BDTD) and the Google Scholar and works that present superficial conceptions of hybrid teaching were identified, as well as others by Moura (2018); Costa (2019) and Fialho (2020), who based on Moran (2015) defend a new vision of hybrid teaching, which understands hybridization as a sociocultural process, in which structures and practices, once separated, become combine to generate new structures, objects and methods. [ABSTRACT FROM AUTHOR]

The measures adopted due to the Covid-19 pandemic intensified a process that had already begun: the use of digital information and communication technologies (DICTs) to teach in the 21st century. In this paper we list and indicate technologies that can be used free of charge in everyday life for teaching practices in virtual environments. We use as theoretical basis authors who approach education in network, social network for education and collective intelligence to reflect the challenges found by teachers during the social distance. We conducted a literature review and elucidated, from the analysis of technologies, the importance of DICTs, from the correct choice to the promotion and construction of an environment of knowledge exchange in the virtual environment. Thus, through mediation and dialogue, teacher and student have the possibility of, together, overcoming the difficulties imposed on education by social isolation. [ABSTRACT FROM AUTHOR]

This text proposes a reflection on the impact of the pandemic triggered by the coronavirus in students' learning process, mainly in the public school system. The starting point is the analysis of data collected from the work carried out with students assisted by the Project called Believe, developed in a municipal school in Rondonópolis, Mato Grosso, before 2020. With the suspension of classroom lessons, students were abruptly removed from schools and began to depend on the infrastructure available in their homes. It is a fact that, the poorer the family, the more precarious the student's participation in emergency remote education has been. Furthermore, many parents and/or guardians do not have enough formal schooling or preparation to help students carry out the activities sent teachers. Thus, we seek to analyze the impacts of the pandemic and consider alternatives that provide learning opportunities for students in a vulnerable situation. [ABSTRACT FROM AUTHOR]

This essay aims to reflect on the contributions for education of the moral and socio-emotional competences in sensitive times, triggered in the context of the Covid-19 pandemic. Based on theoretical studies that support the emergence of moral and socioemotional competences, we propose connections that underpin the moral perspective of an educational praxis that offers possibilities to live and interact in school and in society, in an ethical and democratic way. We analyzed that the advent of the pandemic, with the sudden adaptation to the remote scenario, increased the sensitivity and, at the same time, caused an impact on the educational process, by excluding the possibilities of living with diversity, in interaction with others and in the experience of the public space. These experiences are fundamental aspects for the construction of values and the development of socio-emotional competences that are even more urgent nowadays. [ABSTRACT FROM AUTHOR]