A geografia no ensino remoto e os reflexos de uma pandemia: vivências de uma turma de 8° ano do ensino fundamental da E.M.E.F. Azarias Fernandes no município de Piquet Carneiro - Ceará.

Abstract

The present research is the result of a case study, which starts from the need to understand the impacts caused by the covid-19 pandemic for the teaching of Geography, based on the reality of an 8th grade class of elementary school II. The participants of this research are students and professor of the Geography discipline at E.M.E.F Azarias Fernandes, located in the Municipality of Piquet Carneiro-CE. The theoretical framework of the research involves an approach to remote teaching during the pandemic period, with an emphasis on teaching the subject of Geography, the differentiation between remote teaching and distance education and the use of TDICs (Digital Information and Communication Technologies). From the point of view of the objectives, our general objective is to analyze the impacts caused by remote teaching in the face of the covid-19 pandemic in the teaching-learning process of the discipline of Geography in the years 2020 and 2021. And the specific objectives: Find out how the teaching-learning process of Geography in remote teaching; list the difficulties encountered by the teacher in this space/time and report the reality of students and teachers in the face of the pandemic and the teaching-learning of Geography. The approach methodology of this research has qualitative and exploratory content, being divided into two stages for data collection, which are the application of questionnaires and an interview, both mediated by an oral conversation. In view of the data analysis, it was possible to identify that the results of remote teaching for Geography in that educational institution had an unsatisfactory result, as they point to difficulties regarding the use and handling of new technologies, as well as restricted access to the means of technologies digital, thus presenting high rates of disinterest in relation to learning, making effective teaching unfeasible. From the teacher's perspectives, he shows that the new teaching format had a low performance, even claiming to have a mastery over the technologies that mediated the entire teaching-learning process.