A prática de ensino na modalidade remoto: desafios do professor de geografia na pandemia do COVID-19.

Abstract

The present study has as general objective to present the conflicts of the teaching practice in the remote modality and the challenges of the geography teacher in the Covid-19 pandemic. The theme has social relevance insofar as it has relevance in the educational area, since remote teaching has brought several concerns that are reasons for debates in all social fields, consequently emerging as a premise for study and analysis. The justification for choosing the theme is due to the affinity with the subject, through the supervised internship experiences, in which the difficulties of the teaching professional in teaching geography classes using technological subsidies for remote teaching were demonstrated. The methodology used was bibliographic research, with field study, and the spatial clipping is the E.M.E.I.E.F Cecília Estolano Meireles, located in the municipality of Cajazeiras-PB, with the research subjects being the geography teachers of that institution. The instrument used for data collection was a questionnaire, with 15 (fifteen) questions, which were analyzed using graphics in comparison with the thoughts of authors who study this topic. The problem that was the guiding axis of this work revolves around knowing, what are the conflicts faced by the geography teacher during remote teaching in the covid-19 pandemic? The results show that the conflicts resulting from teaching during the pandemic are perceptible, due to the fact that teachers were not prepared to use technologies or to act in a scenario in which classes would be held at a distance. In conclusion, it appears that remote teaching brought to the geography discipline a challenging scenario, where teachers and students felt unmotivated and distressed by the fact that they did not know how to deal with the new tools that mediate teaching, and this resulted in difficulties in absorbing the contents.