2025-09-232025-09-232025-09-23Melo, Helisabety Barros Mendes de Estratégias de aprendizagem no ensino remoto emergencial do Instituto Federal de Alagoas / Helisabety Barros Mendes de Melo ; orientação [de] Adriana de Lima Mendonça ; coorientação [de] Walcler de Lima Mendes Junior. – Maceió, 2025. 160 f.: il. Tese (Doutorado) -Centro Universitário de Maceió – Unima | Afya, Maceió, 2025. Programa de Pós-Graduação em Sociedade, Tecnologia e Políticas Públicas (SOTEPP), 2025.https://repositorio.ifal.edu.br/handle/123456789/1252Emergency Remote Teaching (ERT) during the COVID-19 pandemic posed significant challenges for education. Students, for instance, had to adapt to the sudden transition to an online environment, and many struggled to maintain focus and manage their studies independently, making it necessary to adopt Learning Strategies. In this context, this research investigates the extent to which students enrolled in technical programs at the Federal Institute of Alagoas (IFAL) - Maceió Campus - made use of any type of Learning Strategy during ERT, aiming to understand how they coped with the demands of this new teaching format. With a qualitative-quantitative approach, a case study methodology was adopted, articulating two main procedures: Content Analysis of the students’ reports submitted as part of formative assessments during ERT, based on Bardin (2016), and the application of the Learning Strategies Assessment Scale for Vocational Education Students (EAVAP-EP) developed by Pereira; Santos; Ferraz (2020). The qualitative analysis of the students' narratives highlighted issues related to infrastructure and technology, teaching methodology, learning difficulties, and mental health—factors that compromised the appropriate use of these strategies. Students’ perceptions also revealed weaknesses in the institutional planning of ERT and gaps in the provision of technological, pedagogical, and psychological support. The EAVAP-EP, a validated instrument composed of 33 items distributed across three dimensions (Cognitive Strategies, Metacognitive Strategies, and Absence of Dysfunctional Metacognitive Strategies), was completed by 189 students. Statistical analysis was performed using R software (version 4.3.3), employing descriptive techniques. Quantitative data revealed satisfactory use of Metacognitive Strategies and, to a lesser extent, Cognitive Strategies. However, some students exhibited behaviors detrimental to learning (Absence of Dysfunctional Metacognitive Strategies). The results reinforce the urgent need, in light of the challenges faced, to implement pedagogical policies that systematically develop Learning Strategies, promote student autonomy, and foster better conditions for coping with adverse educational contexts.ptAttribution-NonCommercial-NoDerivs 3.0 BrazilEstratégias de aprendizagemCursos técnicosEnsino remoto emergencialLearning strategiesTechnical coursesEmergency remote learningTeseCIENCIAS HUMANAS: EDUCAÇÃO