Geografia escolar e tecnologias digitais: desafios da prática docente diante do ensino remoto emergencial (ERE)

Abstract

The instrumentalization of teaching practices of school subjects through training and qualifications to obtain the technique and handling of Digital Information and Communication Technologies has been practiced since the initial training of teachers. This process stems from the need of contemporary education to follow the development of technical, scientific and informational changes. It is the role of scholar geography to enable school subjects to develop critical and reflective citizen social practices, in addition to construct knowledge about the space where they are inserted, enriching consciences capable of carrying out multiple analyzes before their performance in the social environment. Following the instrumentalization process, the insertion of DICTs in the teaching of geography allows a better involvement in the teacher-knowledge-student relationship, potentiating teaching-learning. From these notions, we trace a path that takes us to the current scenario of forced and immediate adaptation that was imposed on the school community due to the situation of the health crisis resulting from the COVID-19 pandemic: Emergency Remote Teaching, characterized by the development of online curriculum activities. Thus, with the partnership of the Essential Dimensions of Teaching in Crisis Situation Project (EDTCSP), the present paper analyzes the challenges (possibilities and impossibilities) of the teaching practice of scholar Geography, through Emergency Remote Teaching (ERT), with the subsidy of Digital Information and Communication Technologies. With a focus on the effects caused by Remote Teaching on the practices of geography teachers in primary education in Fortaleza, it was possible to face challenges measured in several sectors. Among these, we can highlight the inequality of access to the internet and digital technologies; the precarious conditions of the home office; the sudden adaptation of the methodologies to the remote format, since it is evident the dissatisfaction of teachers with the strategies offered by the education department in support of their practices; and also, the complexity of monitoring students' learning. Remote teaching, even if permeated by dilemmas, impasses and doubts, is making geography teachers a challenging battle, but reflective at the same time, in terms of pedagogical planning, the use of digital tools, the meaningful process of teaching-learning and, especially, to the transformations of educational geography teaching.