Os desafios dos professores de Geografia em decorrência do ensino remoto emergencial no município de Fortaleza e Região Metropolitana

Abstract

In the context of the COVID-19 pandemic, educational institutions were challenged with Emergency Remote Education (ERE), which highlighted several issues, on the teachers side about the use of digital technologies and, on the of students side, the digital exclusion, that reveals social inequalities.This work aims to investigate Geography teachers and their suitability for Remote Emergency Teaching. The specific objectives are to understand the context of the pandemic, analyze the presence of technologies in education laws and public policies, and investigate the challenges faced by geography teachers at the ERE. As the methodology, the following steps were

carried out: bibliographical research on the themes: teaching technologies, the COVID- 19 pandemic and the challenges faced by teachers during this period; consultations on

the website of the Centro Regional de Estudos para o Desenvolvimento da Sociedade da Informação (CETIC), where researches are helded about the levels of access to technology and resources of Brazilians, as well the difficulties encountered by students in the ERE; elaboration of a questionnaire with 10 questions for Geography teachers of Basic Education in the city of Fortaleza and Metropolitan Region. At the same time, observations in the Geography classes of three professors; and conducting interviews with guidelines with three geography teachers from the basic network. It was possible to observe that the presence of technologies in laws and public policies does not guarantee access – for teachers and students – or training for teachers. Several difficulties faced by teachers in adapting to Emergency Remote Teaching were pointed out, among them the lack of responses from students, the difficulty of limiting working hours, the increase in bureaucracy and work, in addition to the inequality of access on the part of the students. Despite all this, most teachers who responded to the questionnaire appeared to be trying to adapt to the ERE by researching on their own to create methodologies that would make classes more dynamic, learning more interesting and arousing student interest at this very difficult time.