As consequências do ensino remoto no processo de ensino aprendizagem de geografia no período pós-pandemia

Abstract

The covid-19 pandemic brought many consequences in all spheres of society, in education these impacts were quite significant, and involved all subjects participating in the teaching construction process: students, teachers, managers, among others. Resulting mainly from an emergency action by governments at the federal, state and municipal levels, the application of remote teaching in Brazilian schools occurred mostly through an attempt to mitigate the damage caused to student learning, given the need for isolation and distancing from the physical spaces of the school, these measures thus occurred precisely with the implementation of teaching carried out through technological devices in environments which in its entirety did not meet expectations and still caused damage to student learning, due to the many difficulties evidenced.Thus, the respective work consisted of this problem of establishing an understanding of how the learning process of students in the discipline of Geography occurred during remote teaching and after the return to face-to-face classes, for this it had as a researched universe a school of the state education network located in the city of Teresina-PI,called CETI School Professor Milton Aguiar in the work called in the work School. To complement the study, the general objective proposed was: to understand the consequences of emergency remote teaching for the teaching-learning process of Geography in the post-Covid-19 pandemic period,and two specific objectives: Verify the impacts of emergency remote teaching for teachers and 9th grade students in the post-pandemic period; Identify the importance of teaching resources for the implementation of teaching-learning in Geography in the period of emergency remote teaching during the pandemic and post-pandemic In relation to the methodological processes, the research developed consisted based on an applied nature, with an exploratory and explanatory character, with the approach consisting of both qualitative and quantitative research, still referring as a complement to the data collection process, it was used both bibliographic based on authors such as: Azevedo (2020); Callai (2011);Cavalcanti (2014);Libâneo (2013); Silva (2011); Zabala (1998), among others,research, documentary research and field research, the latter carried out in the school from the application with a quantity of 10% of the students of the 9th year of the School Y, and with the teacher of Elementary School II of the discipline of Geography. From the results found, it can be highlighted that emergency remote teaching had significant effects when it comes to learning Geography content, in which the students as well as the teacher had many difficulties, both in reviewing and working on these contents in the virtual environment and in the own learning. Thus, it is possible to conclude that when we consider, in view of the discussions presented, the consequences of emergency remote teaching during the covid-19 pandemic, it directly impacted the teaching process of learning school Geography from the teacher's perspective and from the students.