Introduction:

The pandemic revealed the impact of class, race and gender determinations on health-disease-care processes, as it had a far more dramatic effect on the poor city outskirts and especially black and indigenous communities. Furthermore, it highlighted and amplified a negationist attitude towards scientific knowledge. At the same time, it has made biomedical sciences the sole deposit of our hopes, despite the fact that the literature is overwhelming about the essential role of the Social and Human Sciences (SHS).

Case report:

In this paper, we propose to describe the teaching experience in SHS disciplines at a medical school throughout the year 2020, emphasizing the impacts produced by Covid-19.

Discussion:

One objective of the article is to present how these discussions were approached in the disciplines and their challenges and potential. Another is to present the pedagogical menus and matrices used in these disciplines and address the changes and mishaps caused by the need to, firstly, “be in the classroom” in the context of the biggest health crisis of the last one hundred years, and secondly, adapt to the upheaval of the separation between the worlds of work and the home and living with pandemic feelings of fear, mourning and discouragement that affected teachers and students.

Conclusions:

The pandemic brought students and teachers closer to the reality of themes that are within the scope of the SHS, such as the discussion on the social determination of the health-disease-care process and the reflection on whom is served by both science and ideology of the obscurantism that denies it. In the experience reported, we used the current nature of these debates to bring us closer to the students’ reality, in a context in which social isolation and distance learning made relationships more frayed.

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