Tics no processo de ensino e aprendizagem em duas escolas do subprojeto de geografia do programa residência pedagógica – UESPI: análise no período da pandemia de 2020-2021 em Teresina-PI

Abstract

The way technologies were inserted in the Brazilian educational context in the year 2020 brought into evidence existing difficulties in education even before the COVID-19 Pandemic, especially in public schools. Thus, the motivation to carry out this research came from the experience as a resident of the Geography subproject in one of the partner schools of the Pedagogical Residency Program, which enabled a closer observation of the reality of the school, and aroused interest in understanding the perspective of schools, teachers, residents, and students in face of the pandemic scenario experienced. In view of this, the question was posed: How are the Information and Communication Technologies - ICTs mediating the teaching and learning process in two schools of the Geography subproject of the Pedagogical Residency Program - UESPI in the Pandemic period (2020-2021)? The general objective of this work was to analyze how the use of ICTs can mediate the teaching-learning process of Geography at the fundamental level in two public schools in the city of Teresina-PI during the Pandemic of COVID-19. All the research was carried out in a remote format, obeying security measures. The methodology was based on a quali-quantitative approach, where a bibliographic and documental study was carried out, followed by interviews with 2 teachers and 2 residents and the application of questionnaires with 4 managers and 40 students from the two participating schools. In the results obtained it was possible to observe that the use of ICTs in remote teaching was fundamental, as it enabled the continuity of Geography classes, since it was through the use of electronic devices and virtual platforms that teachers were able to teach their classes and establish contact with students. Moreover, they brought innovations into the classroom, allowing to explore digital platforms such as the Internet, YouTube, WhatsApp, Instagram, etc., which were allied to the teacher's methodology to teach the subject contents. The research also revealed some difficulties during the remote classes, such as: overload of activities, absence of the necessary technologies to follow the classes, difficulties in handling the tools, little interaction and participation of the students, among others. However, in the face of these challenges, the school, teachers and residents sought to create, plan and develop educational strategies to ensure quality student learning