Abstract
This article presents the analysis of a research carried out with higher education students about their experiences with remote teaching and hybrid modalities in the Covid-19 pandemic. The fieldwork consisted of interviews conducted individually and collectively, drawing on the relational and participatory perspective of ethnography. Participated in the research 44 students, in both in-person and online meetings held in 2022. The study also incorporates an autoethnographic dimension, as it began with situations experienced by the researcher herself as a teacher during the pandemic period. Considering the data related to the expansion of ODL (Open and Distance Learning) and the reports that indicate the acceleration and precariousness of life beyond social isolation, the research aimed to promote reflection on the insertion of digital technologies in educational practices that does not meet productivist and marketing demands, and that effectively situates pedagogical practices in contemporary languages and ways of existing.
Keywords:
digital technologies; education; remote teaching; ethnography