Trabalho docente mediado pelas TICS durante a pandemia : contributos às práticas pedagógicas de professores de geografia

Abstract

This qualitative research investigates the challenges Geography teachers face in developing their teaching practices during the covid-19 pandemic in remote teaching enabled by the use of Information and Communication Technologies (ICTs). To support this discussion, it recovers and contextualizes the history of school Geography and its institutionalization, as well as the circumstances in which the initial and continuing training of teachers in the area is developed in the country, and outlines the panorama regarding the use of ICTs in Geography teaching. The theoretical references are based on authors such as Nóvoa (1991, 2017), Imbernón (2009), Gimeno Sacristán (2009), Behar (2020), Cacete (2004), Santos (1996, 2016). The research investigates how teachers adapted their practices to remote teaching using ICTs. It seeks to identify lessons, tensions, and challenges experienced in remote teaching to enrich future face-to-face practices and inform continuing education efforts. The research accompanied a group of Geography teachers who work in private schools in the municipality of Santos-SP, using the focus group technique (Gatti, 2005) to capture the complexity of their experiences and their perceptions of the circumstances that made online teaching possible. The research primarily aims to contribute to a deeper understanding of teaching work during uncertain times, aiming to improve educational practices in the post-pandemic context.The research indicates that during the pandemic moment, teachers identified new challenges facing them, generating an excessive workload and remuneration far below the new demands. The lack of visual interaction with students, the difficulty in maintaining their attention and focus in class, and the problems in accessing technology and connectivity also became a challenge. Furthermore, socio-emotional issues and technological appropriation, for both students and teachers, proved to be arduous. These new work circumstances also provided learning that is present in face-to-face work, such as the adoption of virtual lectures and quick access to data and images, carrying out intercultural actions, adopting new assessment practices, and gamification of classes. There was also a growth in teachers' understanding of the role and potential of the critical dimension in teaching-learning processes. However, the capacity of adaptation and resilience was evident in the reports on how they faced these challenges. The research primarily aims to contribute to a deeper understanding of teaching work during uncertain times, aiming to improve educational practices in the post-pandemic context.