Journal of Education and Training Studies Vol. 11, No. 3; July 2023 ISSN 2324-805X E-ISSN 2324-8068 Published by Redfame Publishing URL: http://jets.redfame.com 16 Skills in Reading and Mathematics: Perceptions of Teachers about the Possible Impacts of Remote Teaching on Students of the Elementary School, from a Neuropsychopedagogical Perspective Ana Paula Junqueira Alves 1 , Vitor da Silva Loureiro 1 , João Paulo Martins Campelo 1 , Cláudia Inês Pelegrini de Oliveira Abreu 1 , Luciana de Oliveira Matos 1 , Fabrício Bruno Cardoso 1 1 Laboratory of Educational Innovations and Neuropsychopedagogical Studies, CENSUPEG, Joinville, Brazil Correspondence: Fabrício Bruno Cardoso, Laboratory of Educational Innovations and Neuropsychopedagogical Studies, CENSUPEG, Joinville, Brazil. Received: February 8, 2023 Accepted: April 6, 2023 Online Published: April 16, 2023 doi:10.11114/jets.v11i3.6080 URL: https://doi.org/10.11114/jets.v11i3.6080 Abstract This study analyzed impacts caused by the emergency implementation of distance education, during the COVID 19 Pandemic, through the perceptions of 6th grade teachers in public schools located in Baixada Fluminense, State of Rio de Janeiro. Teachers participated, among the subjects of Portuguese Language and Mathematics, through Google Forms, which made it possible to collect data from those who are on the front line, working directly with our students. Our data proved that the pedagogical losses that occurred during the implementation period of remote teaching are significant. Therefore, we point out paths that are already yielding excellent results through evidence shown in schools, in loco, with the inclusion of Neuropsychopedagogy protocols, the science of learning. The notes and study shown here about the impacts of remote teaching on the learning of our students in basic skills in the curricular components of reading and Mathematics, suggest a great need to intensify studies on the subject and propose a dialogue with the theoretical and methodological contributions of Neuropsychopedagogy. Keywords: COVID-19, Pandemic, learning difficulties, neuropsychopedagogy, teacher perception 1. Introduction On March 11, 2020, COVID-19 was characterized by the WHO as a pandemic. The term “pandemic” refers to the geographic distribution of a disease and not its severity. The designation recognized that, at that time, there were outbreaks of COVID-19 in several countries and regions of the world (PAHO, 2020). Consequently, on March 13, 2020, as of Decree nº 46.970/2020, the main newspapers in the State of Rio de Janeiro already announced the beginning of the quarantine in the state and municipalities. At first, it was deduced that it would be for 15 days, with a forecast of extension for just another 15 days. However, the deadline was extended and the quarantine became a process of social isolation. In addition, many challenges for education were established, the school routine abruptly transitioned from face-to-face, relational, to a model called emergency remote teaching, strange to the subjects who experience the school environment. The Government of the State of Rio de Janeiro established a partnership with Google and classes began to be taught on the Google Meet platform. However, not unlike other Brazilian realities, there were many difficulties faced by students, such as: access/internet; responsible, absent, demanded the performance of domestic tasks; need to work outside; home has become a bad environment for learning; lack of support to follow the online curriculum or its transmission; loss of family and/or friends; grief; economic crisis. (Castaman & Rodrigues, 2020). Since the adoption of the remote emergency regime, inequality and exclusion have profoundly increased, due to the inaccessibility of students and even teachers to the internet. Therefore, it can be considered that the tensions that permeate the Brazilian educational scenario have increased and intensified during the pandemic context. (Stevanim, 2020). As proposed by the National Common Curricular Base – BNCC (Brazil, 2018), in the final years of Elementary School, students are faced with more complex challenges, mainly due to the need to appropriate the different logics of organization of knowledge related to areas of study. knowledge. Bearing in mind this appropriation of new knowledge, it is important, in the various curricular components, to resume and re-signify the learning of Elementary School – Early Years in the