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This work analyzes the initial formation of students in undergraduate courses at a federal institution in the State of São Paulo during emergency remote teaching and discusses their study conditions as well as their opinions on the quality of the teaching-learning process during the pandemic period of COVID-19, in which face-to-face classes were paralyzed. Data were collected from a semi-structured questionnaire answered by 104 students. The results of the closed questions were treated statistically and those of the open questions were categorized according to thematic content analysis. The analyzes allowed us to glimpse institutional limitations in facing the challenges related to remote teaching, pedagogical and technological difficulties of the faculty and socioeconomic barriers that limited students' engagement in studies. [ABSTRACT FROM AUTHOR]

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