O ensino de geografia em tempos de pandemia : o uso das TDICs, o papel da escola e os desafios da prática docente

Abstract

The dissemination of the New Coronavirus Sars-CoV-2 and an incorporation of emergency remote education, making the use of Digital Information and Communication Technologies-DICT and virtual platforms in education a reality, imposing challenges and / or possibilities for teachers and students. In this context, this research aimed to discuss the challenges that this period, and notably the realization of remote classes has enabled the geography teacher. This work is anchored in the qualitative exploratory research methodology. Methodological procedures were carried out bibliographic surveys, dialogue with seven Geography teachers from public and private schools in different municipalities in the state of Alagoas. Next, questionnaires with 13 questions were transmitted, by sending them by e-mail, tabulation of data, preparation of tables and graphs, and finally analysis of the collected data. The research highlights the need to reflect on the training of Geography teachers to use as TDICs in their remote classes, in view of the notorious challenges faced by them in the classroom, even found in previous researches of the pandemic (PIBIC 2018-2019) , a saber: lack of teacher training; scarcity of equipment and the need for the School to encourage continued training of its teachers. Such problems were evidenced and aggravated during remote teaching. Thus, the research demonstrates challenges to be faced by students and teachers, namely: the lack of teacher training in the use of TDICs and the financial difficulties of students and teachers, as well as the need to discuss the role of the School, which, according to the teachers, must be linked to the school, in order that as an institution, it can promote and encourage the training of its teachers in the use of technologies in their remote classes, in addition to offering the necessary resources for the accomplishment of the same. Inequality, lack of training, uncertainties and challenges are the descriptive words of remote education. As for the students, these being the central point of this process, they may face the consequences of remote education over the next few years, especially those who were left unattended, as they did not have the means to follow the classes. In this perspective, in view of the pandemic scenario, this work demonstrated the need to discuss not only the challenges of the Geography teacher, but also about the need for continuing education for these professionals; the role of the School; the effects on students; the consequences in the teaching-learning process and the inequalities that were highlighted during remote teaching.