This study investigates teachers and students challenges in online classes during Covid-19.  Also, the effectiveness of using technology devices in online English classrooms. There are frequent opportunities for students to be actively engaged in the classroom whereas in the online classroom these differences respond a little diversely. In addition, challenges for teachers arose since students should be motivated and involved in the lessons. However, online education has revolutionized the education industry. Learning a foreign language through a computer has been an important issue only for people that have had an interest in this field, but nowadays digital tools are very important and much related to teaching and learning in the global educational process. Due to the COVID-19 pandemic lockdown, all schools and other educational institutions realized that technology is the tool that they should use since everything was different than it used to be. Previous experimental researches in this field have been positively impacted by the use of technology. In this paper, I present the analysis of different research studies which are focused on switching to distance learning during the initial stage of Covid-19. This study investigates the challenges that teachers encounter in their teaching during the initial stages of Covid-19. I conclude with a discussion of the implications of the studies which include the possible challenges that teachers and students encounter during online classes. Therefore, I also investigate the most effective digital tools in 2L learning and the participants’ attitudes towards learning.

This study aimed to explore and understand the University of Cape Town student perceptions and lived experiences of Emergency Remote Teaching and Learning (ERTL) during COVID-19. COVID-19 is a communicable disease instigated by a novel virus (SARS CoV-2 virus). After the inevitable subsequent national lockdown of South Africa, the university placed ERTL measures in place for the second quarter of the first semester to curb the impact of the virus on its students while also enabling learning and teaching activities to continue remotely. ERTL meant that learning and teaching activities were ‘rapidly' shifted from face-to-face learning to remote learning. This study reports on the 707 students who responded to an online survey while engaged in their online courses. The Substitution, Augmentation, Modification, and Redefinition (SAMR) and Andersons' Online Learning Model were used to engage with students on the use of technology that enabled their interaction with lecturers, each other, learning and teaching activities, and other remote learning resources. Understanding the student experiences was achieved through a mixed-method study approach that involved undergraduate and postgraduate students. The Google form online surveys, with both open and closed ended questions with some using the 5-point Likert scale ratings, were distributed using social media platforms and university email system to students in order to collect the data. MAXQDA and Excel software were later utilised to analyse and code the data. Findings for this study indicate that the ERTL experience of the participants during the COVID-19 pandemic presented both opportunities and barriers. Some of the perceived opportunities by students were flexibility and convenience, pedagogical improvements, time saving, self-directed learning (working anytime they want and creating and managing their working schedule), and spending time with family. Interestingly enough, some of these benefits turned out to be challenges for some of the students. Hence, some of the barriers students perceived were distractions, internet connectivity and technical issues, inequitable living and environment conditions, lack of hands-on experience and how this made their degree feel incomplete and difficult, mental health issues, and many other barriers. The disciplinary faculties that experienced most of the obstacles and difficulties associated with ERTL were those whose academic experience depended on practical work in labs and studios or needed software that can only be accessed through labs and would need a specific operating system. The carrying out of this research will help ensure the effectiveness, investment, and continual integration of technology in future programs that involve learning and teaching.

The global COVID-19 pandemic plunged higher education, and particularly its teaching modalities, into unprecedented turmoil compelling unintended recourse to remote instructional modalities which have become widely known as Emergency Remote Teaching (ERT). To ensure continuity of learning, institutions of higher education resorted to just-in-time instructional design strategies that spawned significantly divergent nuances in a confounding spectrum. Stress levels among faculty and students soared as a result. This research study was conducted to identify the dominant themes among reported interventions in numerous research studies on ERT in Higher Education. These themes were compared with the tenets of an existing just-in-time Instructional Design framework, the Rapid Instructional Design. Differences and similarities were identified in order to streamline prospective interventions for ERT. This study provides a set of implications that may serve as a guidepost for all stakeholders of education in higher institutes of learning, and especially for instructional designers (IDs), faculty, administrators, and policy makers. / Doctor of Philosophy / The impact of the global COVID-19 pandemic on institutions of higher learning was unprecedentedly tumultuous. Stress levels among faculty and students soared as a result. While most of higher education institutions sought continuity of instructions and learning, there was the need to switch into an emergency remote mode of teaching that necessitated just-in-time instructional design interventions. These interventions spawned significantly divergent nuances in a confounding spectrum. This research study was conducted to identify the dominant themes among reported interventions in numerous research studies on ERT in Higher Education during the pandemic. The themes were matched with the tenets of an existing just-in-time instructional design framework, the Rapid Instructional Design. The differences and similarities that emerged were identified to streamline prospective interventions for ERT. This study provides a set of implications that may serve as a guidepost not only for designing instructions for emergency teaching, but for any just-in-time instructional design need to all stakeholders of education in higher institutes of learning, and especially for IDs, faculty, administrators, and policy makers.

The corona pandemic caused restrictions to be implemented on March 18 on how universityteaching should be conducted. This meant that all teaching formats would be conducted remotely, internationally this came to be described as emergency remote teaching, which has brought about several consequences for students. The purpose of the study has been to understand the positive and negative effects students experienced by studying remotely. To investigate this, Karasek's and Theorell's demand-control and support model and Collins' theoretical concepts of emotional energy have been used. This has been studied through a qualitative research approach with semi-structured interviews as a research method. The results that have been identified are that students have experienced an increased flexibility with distance learning that entails a better perceived control of the study environment. The study has also identified that social relations have deteriorated, that instrumental support is inadequate, that the study environment has added more distractions and concentration difficulties, that reflection and discussion space has deteriorated, and the form of study has meant that the students experienced insufficient emotional and network support. The study has also identified that small study groups via zoom provide a better space for discussion and reflection than other forms of distance learning. / Coronapandemin gjorde att restriktioner implementerades den 18 mars för hur universitetsundervisning skulle bedrivas. Detta medförde att alla undervisningsformat skulle bedrivas på distans, internationellt kom detta att beskrivas som emergency remote teaching, vilket medfört en rad konsekvenser för studenter. Syftet med studien har varit att förstå vilka positiva och negativa effekter studenter upplevt med att studera på distans. För att undersöka detta har Karaseks och Theorells krav-kontroll- och stödmodellen och Collins teoretiska begrepp om emotionell energi använts. Detta har studerats genom en kvalitativ forskningsansats med semistrukturerade intervjuer som forskningsmetod. De resultat som har identifierats är att studenter har upplevt en ökad flexibilitet med distansundervisningen som medför en bättre upplevd kontroll av studiemiljön. Studien har även identifierat att sociala relationer försämrats, att det instrumentella stödet är bristfälligt, att studiemiljön har tillfört fler distraktioner och koncentrationssvårigheter, att reflektion- och diskussionsutrymme har försämrats samt har studieformen medfört att studenterna upplevt ett otillräckligt emotionellt- och nätverksstöd. Vid studien har det även identifierats att små studiegrupper via zoom medför ett bättre diskussion- och reflektionsutrymme än andra former av distansundervisning.

The purpose of this qualitative study was to explore faculty members’ accounts of their experiences as first-time online instructors during the Spring 2020 academic semester as a result of the COVID-19 pandemic and the resulting mandatory shift to online instruction. The rapid and widespread nature of the outbreak created an unprecedented phenomenon that significantly impacted instructors with no prior experience teaching courses in a fully online fashion. I interviewed 10 professors from various disciplines with at least three years of teaching experience in the traditional classroom. Each instructor was asked to express how the pandemic affected them personally as well as how the mandatory shift to online instruction affected their teaching style. They were also asked to describe the role that institutional support played in their experiences during the pandemic and to share their feelings regarding how COVID-19 has altered the future of higher education. The analysis of this data identified the following common themes: the instructor, the discipline, the students, survival and adaptation, innovation and evolution, on-camera presence and etiquette, synchronous versus asynchronous, administrative leadership, technical support, the new normal and the lasting effects, the balance between in-person and remote instruction, and the notion that higher education is moving forward to a new reality rather than backward to a pre-COVID-19 atmosphere. These results can benefit institutional leadership and faculty in the development of hybrid and online courses.

The aim of this research project was to contribute to the knowledge about the teaching practices taking place during the COVID-19 pandemic, by investigating the use of information and communication technology (ICT) in online teaching by five EFL (English as a foreign language) teachers and their experiences of transforming from classroom teaching to online teaching during the pandemic. Furthermore, this study has also investigated how these teachers believe online teaching has affected their students’ English learning. The data was collected by using semi-structured interviews. The data were later analyzed by thematic analyses, and divided into themes, sub-themes and codes. It was concluded that teachers had both positive and negative experiences from teaching online. The fact that the education could be continued from home and that the teachers had improved their teaching practices was frequently expressed in positive opinions. However, the results from the study also revealed that the teachers had mostly negative experiences in terms of the actual process of teaching online, personal feelings, and the effects on students’ English learning. Issues such as technical difficulties, teaching online being time consuming and inhibited interactions are among the negative experiences regarding online teaching. In addition, suggestions have been made on how to improve distance education and how teaching online in the future requires teachers to be educated in how to implement effective ICT tools in their online teaching. / Syftet med denna studie har varit att bidra till kunskap om den undervisning som har skett under COVID-19 pandemin, genom att undersöka användningen av IKT (informations och kommunikations teknik) i den onlineundervisning som bedrivits av fem EFL-lärare (English as a Foreign Language) och deras erfarenheter av övergången från klassrumsundervisning till onlineundervisning. Vidare har denna studie även undersökt hur dessa lärare tror att onlineundervisningen har påverkat elevernas lärande i ämnet engelska. Datan samlades in med hjälp av semistrukturerade intervjuer. Lärarnas svar analyserades senare med hjälp av tematiska analyser och delades in i teman, undertema och koder. Resultatet visade att lärarna hade både positiva och negativa erfarenheter av att undervisa online. Det faktum att eleverna kunde fortsätta sin utbildning hemifrån och att lärarna hade förbättrat sin egen undervisning uttryckets ofta i positiva åsikter. Resultat från studien visade däremot att lärarna hade mest negativa erfarenheter när det gällde den faktiska processen av att undervisa online, personliga känslor, och effekterna onlineundervisning har haft på elevernas lärande i ämnet engelska. Problematik så som tekniska svårigheter, att det var tidskrävande och att interaktionen mellan lärare och elever hämmades tillhör några av de negativa erfarenheter av onlineundervisning som lärarna vittnade om. Denna studie presenterar förslag på hur man kan förbättra distansutbildning och hur fortsatt undervisning online kräver att lärare utbildas i hur man implementerar effektiva IKT-verktyg i sin onlineundervisning.

[pt] A pesquisa que fundamenta esta tese teve como objetivo analisar possíveis relações entre letramentos midiáticos de professores e suas práticas pedagógicas no ensino remoto emergencial (ERE) na pandemia de Covid-19. Na ausência de consenso em torno de um modelo conceitual para os letramentos midiáticos, foi construída uma proposta de matriz conceitual para os letramentos midiáticos em diálogo com autores do campo da mídia-educação e dos estudos críticos sobre tecnologia e educação, adotada como lente analítica dos dados produzidos nesta pesquisa. O trabalho de campo contou com duas etapas: a) aplicação de questionário junto a professores de diferentes regiões do país; b) realização de entrevistas semiestruturadas com professores que responderam ao questionário e se dispuseram a participar também dessa etapa. As 259 respostas válidas nos questionários foram submetidas à análise descritiva e de associação através do teste qui-quadrado. As entrevistas realizadas com 32 professores buscaram compreender como eles concebiam os letramentos midiáticos; que habilidades consideravam possuir nessa área e se havia relações entre os letramentos midiáticos e as práticas pedagógicas empregadas no ensino remoto emergencial (ERE). Nas respostas ao questionário, a maioria dos professores que estavam realizando o ERE afirmou ser bastante habilidoso no que diz respeito ao uso de mídias no ensino. Nas entrevistas, os participantes relataram que a experiência do ERE propiciou um maior conhecimento sobre o uso pedagógico das mídias, o que possivelmente favoreceu o sentimento de mais competência nessa área. A análise das entrevistas indicou que a maioria concebe os letramentos midiáticos como uso de mídias com fins instrumentais (como habilidade técnica) e didáticos (para ensino do conteúdo curricular). Foram identificadas preocupações relacionadas à vigilância e controle do trabalho docente e apreensão com a privacidade e com a exposição. As entrevistas indicaram, ainda, que o conhecimento sobre aplicações pedagógicas das mídias foi construído principalmente na troca entre pares. Considerando a experiência com o ERE, propõe-se que políticas de formação voltadas para ampliação dos letramentos midiáticos de professores incluam entendimento crítico sobre o funcionamento dos sistemas midiáticos e seus aspectos sociais, econômicos, culturais, políticos e históricos e sejam estruturadas a partir de redes de professores, com base na troca de saberes. / [en] The research underpin this thesis aimed to analyze possible links between media literacy of teachers and their pedagogical practices in emergency remote education (ERE) during the Covid-19 pandemic. In the absence of consensus around a conceptual model for media literacies, a proposal was built in dialogue with authors in the field of media education and critical studies on technology and education, adopted as an analytical lens of the data produced in this research. The field work consisted of two stages: a) application of a questionnaire with teachers from different regions of the country; b) conducting semi-structured interviews with teachers who answered the questionnaire and agreed to participate in this stage as well. The 259 valid responses were submitted to descriptive and association analysis using the chi-square test. The interviews carried out with 32 teachers sought to understand how they conceived media literacy; what skills they considered to have in this area and whether there were links between media literacy and the pedagogical practices employed in emergency remote education (ERE). In the responses to the questionnaire, most teachers who were taking the ERE stated that they were quite skilled with regard to the use of media in teaching. In the interviews, the participants reported that the ERE experience provided them with greater knowledge about the pedagogical use of the media, which possibly favored the feeling of more competence in this area. The analysis of the interviews indicated that most of them conceive media literacy as the use of media for instrumental purposes (such as technical skills) and didactic purposes (for teaching curriculum content). Concerns related to surveillance and control of teaching work and concerns about privacy and public exposure were identified. The interviews also indicated that knowledge about pedagogical applications of the media was mainly built on exchanges between peers. Considering the experience with the ERE, it is proposed that training policies aimed at expanding the media literacy of teachers include a critical understanding of the functioning of media systems and their social, economic, cultural, political and historical aspects. This action shall be structured out of teachers networks, based on the exchange of knowledge.

[pt] O ensino remoto estabelecido emergencialmente em função da pandemia de Covid-19 trouxe grandes desafios a educadores, que precisaram adequar as rotinas de ensino rapidamente para conduzir as aulas. No ensino em design, a experimentação material realizada em ambientes de laboratório de design é primordial para formação de estudantes de design de produtos que, por intermédio das construções físicas, exploram criativamente suas ideias ou as colocam em testes para a validação de conceitos e soluções de design, em um ambiente de ensino compartilhado por alunos, professores e profissionais técnicos. Esta dissertação apresenta o relato da experiência da autora na elaboração e implementação de alternativas de trabalho que permitiram a continuidade das práticas de experimentação material, por meio de representações físicas, em disciplinas amparadas pelo Laboratório de Modelos e Protótipos, pertencente ao curso de graduação em design de produtos, da PUC-Rio, no decorrer do isolamento social. O referencial teórico que sustenta a dissertação inclui autores como Donald Shön, Nigel Cross e Antônio Santoni Rugiu e por meio de metodologia participativa, utilizando pesquisa bibliográfica e documental, busca-se observar e refletir o lugar da experimentação em laboratórios de design e sobre os ensino aprendizados ocorridos nestes espaços, destacando-se a importância das representações físicas no desenvolvimento de projeto de produtos. Por fim, apresenta-se as propostas que foram implementadas em um contexto de ensino remoto emergencial, como forma de possibilitar que a rotina de trabalho dos alunos, em suas residências. / [en] The remote teaching established on an emergency basis due to the Covid-19 pandemic brought great challenges to educators, who needed to adapt teaching routines quickly to conduct classes. In design education, material experimentation carried out in design laboratory environments is essential for training students to design products that, through physical constructions, creatively explore their ideas or put them to tests for the validation of design concepts and solutions, in a teaching environment shared by students, teachers and technical professionals. This dissertation presents the report of the author s experience in the elaboration and implementation of work alternatives that allowed the continuity of the practices of material experimentation, through physical representations, in disciplines supported by the Laboratory of Models and Prototypes, belonging to the graduation course in design of products, from PUC-Rio, during social isolation. The theoretical framework that supports the dissertation includes authors such as Donald Shön, Nigel Cross and Antônio Santoni Rugiu and through participatory methodology, using bibliographical and documentary research, we seek to observe and reflect on the place of experimentation in design laboratories and on teaching -learning that took place in these spaces, highlighting the importance of physical representations in the development of product design. Finally, the proposals that were implemented in an emergency remote teaching context are presented, as a way to enable the students work routine, in their homes.

[pt] Esta pesquisa lança luz às práticas pedagógicas que envolvem o sistema online de ensino, práticas estas capazes de suscitar diversas emoções no ambiente escolar. O objetivo é de reconhecer e aprofundar reflexões acerca dos estudos sobre crenças e emoções da sala de aula on-line, dos significados gerados nas interações discursivas e nas emoções que surgiam a partir das crenças no discurso analisado no ambiente escolar de Ensino Remoto Emergencial em virtude da pandemia da Covid 19, numa perspectiva autoetnográfica, exploratória e contextualizada. A pesquisa também busca estabelecer significados acerca das relações co-construídas por meio das crenças que emergem na interação professora/aluno colaborador. Para tanto, faço uso de conceitos teóricos advindos da: Linguística Aplicada (MOITA LOPES, 2006; 2013; MILLER, 2013), Prática Exploratória (ALLWRIGHT, 2006; MILLER et al., 2008), Autoetnografia (ELLIS, 2004; ADAMS; BOCHNER; ELLIS, 2011; DENZIN; LINCOLN, 2000; BOCHNER; ELLIS, 2000), Crenças (BARCELOS, 2001, 2003, 2004; BARCELOS; ABRAHÃO, 2006; ANDRÉ, 1996; KALAJA, 1995), Emoções (ZEMBYLAS, 2003a, 2003b, 2005; REZENDE; COELHO, 2010; FAIRCLOUGH, 2001; 2003; hooks, 2013; LE BRETON, 2021), Ensino Remoto Emergencial (FONSECA; CARDOSO, 2021), Avaliação (THOMPSON; HUNSTON, 2000; THOMPSON; ALBA-JUEZ, 2014; THOMPSON, 2000; MARTIN; WHITE, 2005, HALLIDAY, 1985, 1994; 2010; 2014), Linguística Sistêmico- Funcional (FUZER; CABRAL, 2014; NEVES, 1997; HALLIDAY; MATTHIESSEN, 2014). Alinhada ao paradigma da pesquisa qualitativa (DENZIN; LINCOLN, 2006), à perspectiva contemporânea da Linguística Aplicada e ao viés ético-metodológico da Prática Exploratória, apresento a análise de excertos de conversas de potencial exploratório sobre o ambiente escolar on-line. Tomo por base o pressuposto de que as emoções são suscetíveis a variações provocadas pelo ambiente sociocultural em que se encontram (REZENDE; COELHO, 2010). As crenças e as emoções encontradas nas interações com o aluno colaborador são observadas e estudadas considerando o contexto micro, quanto em contexto macropolítico, dentro das reflexões e coconstruções de significados que foram identificadas. Para a interpretação dos dados, analiso os significados das crenças e das emoções encontradas nas conversas de caráter exploratório gravadas para a investigação. Quanto à análise dos discursos gerados e nossas conversas exploratórias, entendemos que, em sua maioria, que o aluno colaborador construiu ao longo de sua trajetória acadêmica crenças acerca da relação professor/aluno, que foram capazes de interferir no seu processo de ensinoaprendizagem, suscitando emoções que puderam construir significados para as práticas pedagógicas no ambiente on-line de ensino. / [en] This research focuses on pedagogical practices and the related emotions involved in the online educational system. The goal of this autoethnographic, exploratory and contextualized study is to recognize and make deep reflections about the beliefs and emotions that emerge in online classes and to analyze the discourse generated during the interactions that took place in the private tutoring sessions that occurred during the emergency remote study period due to the covid19 pandemic. In order to do that, I utilize theoretical concepts that come from: Applied Linguistics (MOITA LOPES, (MOITA LOPES, 2006; 2013; MILLER, 2013), Exploratory Practice (ALLWRIGHT, 2006; MILLER et al., 2008), Autoethnography (ELLIS, 2004; ADAMS; BOCHNER; ELLIS, 2011; DENZIN; LINCOLN, 2000; BOCHNER; ELLIS, 2000), Beliefs, (BARCELOS, 2001, 2003, 2004; BARCELOS; ABRAHÃO, 2006; ANDRÉ, 1996; KALAJA 1995), Emotions (ZEMBYLAS, 2003a, 2003b, 2005; REZENDE; COELHO, 2010; FAIRCLOUGH, 2001; 2003; hooks, 2013; LE BRETON, 2021), Emergency Remote Teaching (FONSECA; CARDOSO, 2021), Evaluation (THOMPSON; HUNSTON, 2000; THOMPSON; ALBA-JUEZ, 2014; THOMPSON, 2000; MARTIN; WHITE, 2005, HALLIDAY, 1994; 2014), Systemic-Functional Linguistics (FUZER; CABRAL, 2014; NEVES, 1997 ; HALLIDAY; MATTHIESSEN, 2014). Aligned with the qualitative research paradigm (DENZIN; LINCOLN, 2006), the contemporary perspective of Applied Linguistics and the ethic-methodological framework of Exploratory Practice, I present the analysis of the conversation exchanges oriented by an exploratory perspective to the online school environment. I assume that the emotions are susceptible to variations provoked by the sociocultural environment in which they emerge (REZENDE; COELHO, 2010). The beliefs and emotions identified in the interactions co-constructed with the collaborating student are observed and studied within a micro context and within a macropolitical context. For the data interpretation, I analyze the meanings of the beliefs and emotions found in the exploratory conversations recorded for investigation. The data analysis of our exploratory conversations yielded the understanding that the collaborating student built, throughout this academic trajectory, beliefs regarding his student-teacher relation that interfered in this process of studying-learning by bringing to the surface emotions about pedagogical practice in the online study environment.

[pt] O cenário de crise sanitária provocado pela pandemia da Covid-19, assolou a população mundial a partir do ano de 2020, impondo desafios às Instituições de Ensino, quanto à organização dos processos de ensino, pesquisa e extensão. Docentes, discentes e assistentes sociais que atuam em Instituições concedentes de estágio, se viram impelidos a enfrentar um contexto adverso, de agudização das expressões da questão social, que influenciaram diretamente a rotina do exercício profissional, bem como de ensino-aprendizagem das/dos discentes em processo de formação acadêmica. A presente dissertação, ancorada em correntes teóricas críticas, tem como objetivo principal analisar a formação acadêmica, com ênfase na experiência de estágio curricular, de discentes do curso de graduação, em Serviço Social, da Pontifícia Universidade Católica do Rio de Janeiro (PUC-Rio), ante a pandemia da Covid-19. Para tanto, apontamos, a trajetória da Educação Superior no Brasil, a partir da década de 1990, bem como os marcos na história do Serviço Social, a partir da recusa ao conservadorismo e a construção do Projeto Ético-Político da profissão, que constitui a base para a formação e exercício profissional, o que consequentemente influencia diretamente o processo de estágio. Trata-se de uma pesquisa com abordagem qualitativa, cujo principal instrumento para a produção de dados, consistiu em 27 (vinte e sete) entrevistas, realizadas com 20 (vinte) discentes do curso de graduação em Serviço Social da PUC-Rio, 04 (quatro) assistentes sociais que realizam supervisão de estágio em Serviço Social, em instituições conveniadas com a PUC-Rio, 02 (dois) docentes que ministram disciplinas de estágio no curso de graduação em Serviço Social da PUC-Rio e com a coordenadora de estágios do Departamento de Serviço Social da PUC-Rio, nos meses de novembro e dezembro de 2022. Ao final desse estudo foi possível delinear o perfil das/os discentes que realizaram estágio no primeiro semestre do ano de 2020 e analisar a experiência de estágio, tendo em vista a implantação do Ensino Remoto Emergencial e o distanciamento físico de suas/seus respectivos supervisoras/es e Campos de Estágio, o que gerou desafios inéditos a serem enfrentados pela categoria, tendo como norteador o Projeto Ético-Político do Serviço Social, materializado nas normatizações que regem a profissão tais como, Lei de Regulamentação da Profissão (n 8.662/93), Código de Ética (1993), Diretrizes Curriculares de 1996 (ABEPSS) e demais regulamentações específicas para o estágio em Serviço Social no Brasil. Os resultados foram analisados a partir das fundamentações teóricas que basearam esse estudo, considerando as principais categorias de análise – Ensino Remoto Emergencial, Estágio em Serviço Social, Projeto Ético-Político – que nortearam a pesquisa. / [en] The health crisis scenario caused by the Covid-19 pandemic has devastated the world population since the year 2020, imposing challenges to educational institutions regarding the organization of teaching, research, and extension processes. Teachers, students, and social workers who work in Institutions that grant internships have been forced to face an adverse context of worsening expressions of the social issue, which directly influenced the routine of professional practice, as well as the teaching-learning of students in the process of academic education. The present dissertation, anchored in critical theoretical currents, has as its main objective to analyze the academic education, with emphasis on the experience of curricular internship, of undergraduate students in Social Work at the Pontifical Catholic University of Rio de Janeiro (PUC-Rio), in the face of the Covid-19 pandemic. For this, we point to the trajectory of Higher Education in Brazil, from the 1990 s, as well as the milestones in the history of Social Service, from the refusal of conservatism and the construction of the Ethical-Political Project of the profession, which constitutes the basis for professional qualification and practice, which consequently directly influences the internship process. This is a research with a qualitative approach, whose main instrument for the production of data consisted of 27 (twenty-seven) interviews, carried out with 20 (twenty) students of the undergraduate course in Social Work at PUC-Rio, 04 (four) social workers who supervise Social Work internships in institutions associated with PUC-Rio, 02 (two) professors who teach internship disciplines in the undergraduate course in Social Work at PUC-Rio, and with the Coordinator of Internships of the Department of Social Work at PUC-Rio, in the months of November and December 2022. At the end of this study, it was possible to delineate the profile of the students who did their internship in the first semester of 2020 and to analyze the internship experience, considering the implementation of Emergency Remote Teaching and the physical distance from their respective supervisors and internship fields, which created unprecedented challenges to be faced by the category, guided by the Ethical-Political Project of Social Service, materialized in the norms that govern the profession, such as the Profession Regulation Law (no. 8. 662/93), Code of Ethics (1993), Curricular Guidelines of 1996 (ABEPSS) and other specific regulations for the internship in Social Service in Brazil. The results were analyzed based on the theoretical foundations of this study, considering the main categories of analysis - Emergency Remote Teaching, Internship in Social Work, Ethical-Political Project - that guided the research.