Abstract
The Covid-19 pandemic has led humanity to a change in behavior in several segments. Among these environments of transformation, Education and Mathematics Education, had to adapt to remote education. This reality demanded from the teachers, researchers of Education, skills that until then were not mandatory, because even those who did not work with Digital Technologies of Information and Communication (TDIC) started to use them for the development of the learning process. In this scenario, the objective of this article is to present the ways found by the Brazilian government to continue the studies online and present the results of an experiment carried out with 70 students, from the Mathematics teacher training course, at the Lutheran University of Brazil, at Active Methodologies discipline that had 9 hours in person, before the start of the pandemic, 60 hours of distance education, divided into 3 hours classes, 90 minutes of synchronous online theoretical class and 90 minutes of practical activities and 7 hours for discipline evaluation. For this purpose, the study methodology was qualitative and exploratory, showing the possibilities of learning strategies through digital technologies and the paths taken in the curricular redesign of the discipline. It appears that the digital environment, with a strategic integration of the teaching and learning process and technologies, offers numerous effective remote mediation resources for educational use, however, the challenges were inherent to teachers and students, with problems of infrastructure, motivation and difficulties in developing methodologies considered completely hybrid in distance learning.