This study is relevant to the area of concentration of Educational Technologies. It is linked to the research line Information Technology Applied to Education, of the Federal Institute of Education, Science and Technology of Rio Grande do Sul, Campus Porto Alegre. It is a case study research entitled: The use of Google Classroom in Remote Teaching at the Federal University of the State of Espírito Santo (UFES). The justification of this research is given by the desire to understand the difficulties and advantages in relation to the use of Google Classroom and the possibility of rethinking and proposing improvements in the conception of the teaching and learning process at UFES, mediated by this technology. In addition, in the future, the intention is to recommend it to other

educational institutions. The objective of this work is to analyze how the Classroom was used in the implementation of Remote Teaching at UFES, in order to verify the training that teachers had to use the software, the impact that the use had, the tools used and despised, and the reason for some tools not being used. The approach of the present research comprises different methods to explain the phenomenon in question. With this, the qualitative character is predominant, it is descriptive by the action of describing the experiences carried out in the research, it is exploratory, due to the bibliographic survey on the subject and explanatory, due to the identification and explanation of the object of study. The research in progress so far is composed of 6 chapters. Chapter 1 reflects on the history of education. Chapter 2 deals with the theoretical aspects of the research. Chapter 3 reviews the state of the art relevant to the use of Google Classroom in the Brazilian context. Chapter 4 is dedicated to the scientific methodology and ethical aspects related to this study. Chapter 5 describes the psychological foundations of learning development, where a section entitled: “The Google Classroom in the Teaching and Learning Process from Piaget's Perspective” is presented. And, finally, in chapter 6 there is an experience report on remote teaching at UFES. The educational product results from the partial result of the research. Thus, we propose a training course for teachers to use Google Classroom through the platform itself, in the distance

mode, with asynchronous activities.