Teaching Challenges for student persistence in pandemic times

Abstract

This article presents a reflection on the teaching challenges for student persistence in pandemic times, especially regarding the social and academic integration and engagement of students in the educational institution. These integration elements have been pointed out as being very important for student persistence, as they strengthen their bond with the school community and their identity with the course. However, in pandemic times and remote classes mediated by digital technologies, we have asked: how does this new scenario of remote teaching challenge the relationship and integration among students and teachers? To answer this question, the methodology developed consisted in the identification and analysis of studies about teaching in pandemic times, available in Google Scholar® database. The articles present different approaches, mainly related to the teaching work conditions, use of digital technologies, teachers' mental and emotional health, teacher-student relationship and intensification of social inequalities in the context of remote education. Although the articles do not directly relate aspects about teaching, teacher-student relationship, student dropout and persistence, it was found that elements of integration among students, teachers and educational institution, even though they are a challenge for teaching in this remote teaching context, are a fundamental factor for students to be motivated to persist in their studies.