Ensino remoto de geografia: desafios enfrentados por docentes do ensino fundamental I em tempos de pandemia da Covid-19

Abstract

The topic addressed in this TCC is subscribed to the Teaching of Geography and Covid-19 Pandemic. With the emergence of the New Coronavirus, education underwent a major change, as it had to adapt to the new reality of social isolation, as a way to contain the spread of the disease. The objective of this study is to identify some of the challenges faced by geography teachers, Elementary I, during the implementation of remote teaching. In an attempt to better problematize this moment in the history of education and the consequences of remote teaching in the discipline of geography, we took as a time frame the year 2020, especially the second semester, in the municipality of Olho D'Água - PB, when classes had started online and with printed activities, on July 13 of the current year. For that, we used as a methodology not only the historiographical debate and analysis of normative sources - laws and decrees -, but also the application of a questionnaire, with 4 teachers belonging to the Municipal schools, Antônio Fausto de Almeida and Necy Minervino de Carvalho, both located in Olho D'Água – PB, as a way of establishing a greater approximation of the experiences triggered in the teaching- learning process in that period. From the results obtained, we highlight: the challenge of thinking strategies for monitoring and evaluating learning; lesson planning with the use of ICTs; analysis of the set of social inequalities that affected and still affect the schooling process; and the relationship between the family and the educational institution. The intention of this study is to contribute to the reading of remote teaching of geography, taking into account elements that can serve for future debates about school performance and ways of planning classes. Finally, we understand that the TCC will generate developments in different analyzes and readings, regarding the challenges faced by teachers, in particular based on the case of the 4 teachers apprehended in the research, regarding the importance of continuing education processes.