O ensino de Geografia em meio a pandemia: possibilidades da aprendizagem dos conceitos

Abstract

This work deals with the teaching of Geography in the context of emergency remote teaching, during the Coronavirus pandemic (SARS-COV-2). Thus, It aimed to analyze the didactic resources used in the teaching of Geography that reinforce the construction of concepts in Elementary School. The specific objectives addressed were: 1) characterize the spaces, concrete or virtual, for the purpose of geographical teaching and learning; 2) describe the activities, skills, attitudes, and procedures proposed according to the nature of the contents worked; and 3) evaluate the methodological possibilities applied according to the reality studied and propose didactic resources adapted to the school reality. The qualitative perspective research was participatory, and had as theoretical contribution the studies of Vygotsky, Cavalcanti, Chalita, Castellar and Vilhena. As a methodology, a bibliographic survey was carried out; there was participation in synchronous and asynchronous Geography classes, in a municipal public school in Fortaleza-CE; It was observed and interacted in WhatsApp groups; and three questionnaires were applied and an interview was carried out with the 7th grade students and an interview with the Geography teacher, as well as research through the internet about the situation of the neighborhood and the school. It was found as results that: the analyzed school is reasonably equipped, but without the possibility of its equipment being used because of the coronavirus pandemic, and they are managed in a way that does not favor the teaching of geography. The teacher is limited by structural issues and overwork, students are unmotivated with remote teaching and have not been able to develop concepts properly. However, as possibilities for improvement, the teacher's good didactics, the change to hybrid and face-to-face teaching, as well as the reasonable participation of students in class resulted in propositions of possible resources to be applied in this reality. The application of dynamic methodologies provide the development of various cognitive and socio-emotional skills, which are essential for the construction of concepts.