AS TDIC’S NO CONTEXTO DO ENSINO REMOTO EMERGENCAL DA GEOGRAFIA ESCOLAR
This study analyzes the problems that involved the teaching-learning process in the High School Integrated to Professional Education of the Federal Institute of Education, Science and Technology of Rio Grande do Norte/Natal Central Campus, in the period of adoption of Emergency Remote Teaching (ERE)...
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| Principais autores: | , , , |
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| Formato: | Online |
| Idioma: | por |
| Publicado em: |
Portal de Periódicos Eletrônicos da UFRN
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| Endereço do item: | https://periodicos.ufrn.br/saberes/article/view/33546 |
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| Resumo: | This study analyzes the problems that involved the teaching-learning process in the High School Integrated to Professional Education of the Federal Institute of Education, Science and Technology of Rio Grande do Norte/Natal Central Campus, in the period of adoption of Emergency Remote Teaching (ERE) in order to evaluate the challenges faced by teachers to promote the didactic-pedagogical mediation of school Geography with the support of the TDIC's. In this course, the general objective is to analyze the use of TDIC's in Geography classes in classes of the High School Integrated to Professional Education of the IFRN/CNAT, in the period of adoption of the ERE. As specific objectives, we sought: Discuss Emergency Remote Teaching in the context of the COVID-19 Pandemic; identify the digital technological resources most used by teachers in this period and investigate the challenges and potentialities of TDIC's to the teaching-learning process of school geography. This is an exploratory-descriptive study, like an experience report, of a qualitative nature, using exploratory (GIL, 2008) and bibliographical (GIL, 2002) research as methodological procedures, in addition to field research (SEVERINO, 2016), whose technical data collection instrument was the application of semi-structured questionnaires, as well as participant observation (GIL, 2008). The research results showed that, for teachers, TDIC's in Geography teaching are powerful tools, mainly for didactic-methodological innovations, promotion of engagement and meaningful learning, even in the face of the challenges faced and the limits of the country's digital inequality. |
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