The Common National Curriculum Base defends the use of diverse materials to meet students' different needs. Due to the pandemic, educational professionals were obligated to use digital platforms to adapt their methodologies to remote teaching and the student's social situations. However, online classes do not offer the same interactions that in-person classes do, making the learning and the relationship less attractive, and not being able to captivate students' attention. This way, the research has objectives to present the digital platforms as resources to stimulate and differentiate English teaching in a remote context, to reflect on the English language learning-teaching in remote classes, to comprehend what is the importance of the platform and digital literacy, and finally, to analyze the use of digital technologies in remote classes, evidencing the pros and cons. As a methodology, bibliographic research was developed with an exploratory approach where other productions were observed discussing the use of digital tools in English teaching. Therefore, the results were presented from qualitative data analysis. For theoretical contribution, it was used the works of Oliveira et al (2022), Segaty; Bailer (2020), and Belém; Guimarães (2020) that covers the inclusion of technology in the English learning context. The research has as results the use of digital platforms as interactive resources to apply in the teaching, offering a more complete, interactive, and sufficient class to students’ comprehension of the subject covered. La Base Curricular Común Nacional aboga el uso de materiales variados para satisfacer las distintas necesidades de los alumnos. Debido al contexto pandémico, los profesionales de la educación se han visto obligados a utilizar plataformas digitales para adaptar sus metodologías a la enseñanza a distancia y a la situación social del alumno. Sin embargo, las clases en línea no ofrecen las mismas interacciones que las clases presenciales, por lo que el aprendizaje y las relaciones resultan menos atractivos y no cautivan la atención de los estudiantes. Así, la investigación presenta las plataformas digitales como recursos para agilizar y diferenciar la enseñanza del inglés en un contexto a distancia, además de reflexionar sobre la enseñanza y el aprendizaje del inglés en clases a distancia, comprender la importancia de las plataformas y la alfabetización digital y, por último, analizar el uso de las tecnologías digitales en las clases a distancia, destacando sus ventajas e inconvenientes. La metodología utilizada fue la investigación bibliográfica con enfoque exploratorio, que buscó otros trabajos que discuten el uso de herramientas digitales en la enseñanza del inglés. Los resultados se presentaron mediante análisis cualitativo de datos. Como apoyo teórico, se utilizaron Oliveira et al (2022), Segaty; Bailer (2020) y Belém; Guimarães (2020), que abordan la inserción de las tecnologías en el contexto educativo de la lengua inglesa. La investigación ha dado como resultado el uso de las plataformas digitales como recursos interactivos para la enseñanza, proporcionando una lección más interactiva para que los alumnos comprendan los contenidos tratados.The Common National Curriculum Base defends the use of diverse materials to meet students' different needs. Due to the pandemic, educational professionals were obligated to use digital platforms to adapt their methodologies to remote teaching and the student's social situations. However, online classes do not offer the same interactions that in-person classes do, making the learning and the relationship less attractive, and not being able to captivate students' attention. This way, the research has objectives to present the digital platforms as resources to stimulate and differentiate English teaching in a remote context, to reflect on the English language learning-teaching in remote classes, to comprehend what is the importance of the platform and digital literacy, and finally, to analyze the use of digital technologies in remote classes, evidencing the pros and cons. As a methodology, bibliographic research was developed with an exploratory approach where other productions were observed discussing the use of digital tools in English teaching. Therefore, the results were presented from qualitative data analysis. For theoretical contribution, it was used the works of Oliveira et al (2022), Segaty;Bailer (2020), and Belém;Guimarães (2020) that covers the inclusion of technology in the English learning context. The research has as results the use of digital platforms as interactive resources to apply in the teaching, offering a more complete, interactive, and sufficient class to students’ comprehension of the subject covered
