Contributions of symbolic interaction school to a reflection about distance education and emergency remote teaching in times of pandemic and social isolation

Abstract

This article aims to present reflections about distance education (e-learning) and its attempt to
implement it in adverse and atypical situation, during social and forced isolation, lived in Brazil and
much of the world in the first half of 2020, in the pandemic crisis caused by the covid-19 disease. As
an articulating axis for reflection about challenges, pros and cons of the modality from early childhood
education to higher education, participant observation, documentary and bibliographic research will be
used especially concepts proper to symbolic interaction school, those elaborated by Erving Goffman
and Peter Berger, such as masks, roles, representation, identity and formal socialization.