Os impactos do ensino remoto emergencial na preparação dos estudantes para prestar o exame de suficiência

Abstract

This article aims to understand the impacts of Emergency Remote Teaching on the preparation of students to take the Accounting Proficiency Exam. This is a research that used the basic qualitative method as a methodological path, whose data construction was carried out through interviews with a semi-structured script with students from the Accounting Sciences course at a Federal University in the Center-West. It was decided to limit the participants to students scheduled to graduate in 2023, as they were freshmen in 2020 and had less than a month of classes in face-to-face teaching and migrated to emergency remote teaching, returning to face in the second semester of 2022. The results of this study highlight the complexity of students' experiences in the face of Emergency Remote Teaching, highlighting the importance of technological infrastructure, diversity of learning styles and institutional support for a successful academic experience during disruptive periods. This analysis contributes with reflections regarding the improvement and improvement of this teaching modality, with a more structured approach to training both students and teachers in the technological scope of learning.