Desafios do ensino de geografia no contexto da pandemia de COVID-19 em uma escola rural de Cajazeiras-PB.

Abstract

As is known, rural schools have their specificities, as they are located in their own contexts and with specific characteristics of the rural space. In this sense, the present course conclusion work aims to identify the challenges of teaching geography in the context of the covid-19 pandemic in a school located in the rural area of ​​Cajazeiras - PB. To achieve these objectives, a characterization research of a rural school was carried out, located in a rural community in the municipality of Cajazeiras-PB, seeking to highlight the challenges faced by the Geography teacher during the Covid-19 pandemic. It is considered that these are relevant themes, as they have a social connotation that covers the discussion about the significant collaboration of the rural school for the formation of citizenship of each student, relating to the difficulties that it faces in a moment of social restriction like this. . The choice of theme is justified by the fact that this subject brings with it the opportunity to collaborate with the initial training of education professionals who will work in the discipline of geography, to recognize the priorities that corroborate with teaching and school learning in different contexts such as It's the country school. For the construction of the text, bibliographic research was used, allied to the field study, which sought to approach the rural school and its subjects. Emphasis was placed on the teachers' conception of the main obstacles experienced during the pandemic and on the actions that allowed them to overcome such barriers for the realization of quality education. For this, questionnaires were used with the Geography teacher, bringing out in her own words the challenges experienced during the pandemic in a school located in rural areas. The results point to difficulties with the use and handling of new technologies by education professionals, as well as restricted or non-existent access to technological resources such as computers, cell phones and internet access, both by teachers and students, resulting in lack of motivation for studies, low school attendance and delay in learning development.