Crossed eyes on the impacts of remote learning imposed by the Covid-19 pandemic

Abstract

The article focuses on the impacts of distance learning imposed by the Covid-19 pandemic (2020–2023). It draws on narratives of lived experiences to understand diverse perspectives in dialogue: those of higher education professors, early childhood educators in continuing education, and children aged 10 to 11 transitioning to elementary school. The chosen methodology includes videocasts, reflective groups, and discussion circles. The analyses highlight key themes: for higher education faculty, the technological and emotional challenges of adapting to distance learning; for teachers in training, the importance of peer interaction; and for children, the impacts of social distancing. These intersecting perspectives on lived experiences expand the understanding of social, educational, and interaction phenomena that should be considered in educational policies during times of crisis.