This study aims to analyze pedagogical actions and relationships in the context of Emergency Remote Teaching during the COVID-19 pandemic. The research was carried out in a public school in the Federal District, over 08 eeight months, in 2020. The theoretical foundation used was Fernando González Rey's Theory of Subjectivity, from a cultural-historical perspective. The research carried out was qualitative in nature and Qualitative Epistemology, which is expressed in Constructive-Interpretative Methodology, guided the investigative path. Conversational dynamics, participant observations, reflective diary and dialogues in informal moments were used as instruments to produce information, which enabled the free expression of research participants: managers, teachers and school staff. The results showed that the pedagogical actions and relationships, although irrigated and driven by affection, were permeated by fear in the face of uncertainty and insecurity regarding illness, constituting impediments to the development of collective work. We conclude that school actors, in everyday actions and relationships, produce subjective meanings that interrelate with each other and with the institution and can open alternative paths in everyday challenges, corroborating the subjective dimension that also integrates education.