Abstract
This article aims to study the development of so-called remote teaching during the closure of Brazilian schools due to the COVID-19 pandemic. Therefore, a research approach was chosen mixed in a convergent way through a case study of the municipal system of Petropolis education. The main objective of the research is to evaluate the existence (or not) of pedagogical theories, such as new school, technician, or socio-critical pedagogy, that have supported the different pedagogical practices carried out during the school closing period. Through questionnaires and semi-structured interviews, conducting a qualitative study on the topic was possible using Content analysis. It is concluded that the adaptation to remote teaching was made suddenly without preparing teachers, students, managers, and families. Little was reflected about existing pedagogical theories to improve the effectiveness of Education during the school closure period.
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