Ensuring Transference on Remote Learning: teaching in pandemic times

Abstract

We discuss teaching in remote learning in pandemic times. Despite the differences between remote learning and distance learning (EaD), we point out that criticisms of both focus on the interaction difficulties understood as inherent to them. We argue, however, that considerations on any teaching method must emphasize the theoretical-conceptual models that support them. Inspired by the clinical case construction approach, we present narratives about remote learning and analyze them based on the concept of transference. We believe that the transference between teacher, student and knowledge can be established in remote learning, considering listening and speech as representatives of presence and corporeality in this context.