SOCIAL INTERACTIONS AND TEACHING: DURING THE COVID-19

Abstract

This essay addresses the question of social interactions and their influence on teaching, focusing on the covid-19 pandemic period, in which we experience social distancing, the impossibility of having in-person classes and, consequently, the decrease in social relationships. The study aimed to understand how social interaction, in the face-to-face distance period, influenced the teaching and learning processes. This is bibliographic research, with a qualitative approach, which had as its main theoretical reference the author Lev Semenovich Vygotsky. It was found that, in the pandemic, due to the removal of students from the school environment, learning was impacted, as many students had diffi culties studying and researching alone, in addition to not having access to digital technologies. It was evidenced that students' learning is anchored in semiotic mediations and in signs passed on by teachers or other infl uencers. Th ese findings reinforce the importance of the school as the place in which students are constituted as subjects, in and through language, based on their relationship with others. It is concluded that social interaction, in person or online, is a determining factor for teaching and learning processes. For this reason, it is recommended that schools provide effective interaction between teachers and students, regardless of the historical context