The COVID-19 pandemic has impacted society in different areas. In education, several reports show the deleterious effects of the disease on the physical and mental health of students, family members, and teachers around the world. Also, in Brazil, affect studies indicate the prevalence of anxiety, stress, and depression among students. The present research, of a qualitative nature, explores what it means, under the lens of affect and from the student’s perspective, to experience remote education during the COVID-19 pandemic. An online questionnaire of 41 closed- and open-ended questions was given to 363 students from a public school in southeastern Brazil. This article analyzes the affective fields that emerged from the discursive textual analysis of the students’ responses (n = 100). Four affective fields were categorized: friends, classes, home, and teachers; intersecting emotions, attitudes, values, beliefs, and motivation. In general, students expressed more negative than positive affect but a positive disposition toward face-to-face classes. Boys focused their affect more on classes, while girls on teachers. The affective fields allow us to consider the friends–home–teachers tripod as fundamental to overcoming the phenomenon of affective fatigue that has been identified.

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“我不知道我能不能应付这一切”：巴西 COVID-19 大流行期间学生在远程教育期间的影响

COVID-19 大流行已经影响了不同领域的社会。在教育方面，有几份报告显示了这种疾病对世界各地学生、家庭成员和教师的身心健康的有害影响。此外，在巴西，情感研究表明学生普遍存在焦虑、压力和抑郁。目前的研究具有定性性质，探讨了在影响的视角下并从学生的角度来看，在 COVID-19 大流行期间体验远程教育意味着什么。向巴西东南部一所公立学校的 363 名学生发放了一份包含 41 个封闭式和开放式问题的在线问卷调查。本文分析了从学生反应的话语文本分析中产生的情感领域（n = 100）。四个情感领域被分类：朋友、班级、家、和教师；情感、态度、价值观、信念和动机相交。一般来说，学生表达的消极情绪多于积极情绪，但对面对面课堂的态度是积极的。男孩更多地关注课堂，而女孩则更多地关注老师。情感领域使我们能够将朋友-家庭-教师三脚架视为克服已确定的情感疲劳现象的基础。