ABSTRACT
The social isolation resulting from the COVID-19 pandemic had a profound impact on educational institutions, which were not prepared for remote teaching. Brazil did not adequately institutionalize distance education, which made this adaptation harder, as the necessary support could not be offered. This article analyzes the implementation of Emergency Remote Teaching (ERT) at the Federal Institute of Goiás (IFG). It adopts the methodology of document analysis and discusses distance education, teacher training and the definition of remote teaching. The results are as follows: the concept of ERT is imprecise or non-existent; the institution rejected the established knowledge about distance education, including its own experience; the ERT is an improvised solution to solve a serious problem, in short, a MacGyverism. We intend to encourage educational institutions to consider the knowledge already established about distance education in the implementation of their educational policies.
Keywords:
Distance Education; Improvisation; Educational Planning; Technology; Teacher Education