O LEGADO TECNOLÓGICO DO ENSINO REMOTO NAS AULAS DE GEOGRAFIA: UM ESTUDO DE CASO COM DOCENTES DA EDUCAÇÃO BÁSICA EM CORNÉLIO PROCÓPIO (PR)

THE TECHNOLOGICAL LEGACY OF REMOTE TEACHING IN GEOGRAPHY CLASSES: A CASE STUDY WITH BASIC EDUCATION TEACHERS IN CORNÉLIO PROCÓPIO (PR)

Abstract

The aim of this study is to identify the impact that remote teaching (RT) had on teaching-learning practices in Geography classes in Basic Education in the city of Cornélio Procópio, during the Covid-19 pandemic and currently, in order to ascertain its technological legacy for this discipline. Covid-19 is a disease caused by the SARS-CoV-2 coronavirus, originating in China at the end of 2019. It spread rapidly worldwide, leading to a pandemic declared by the World Health Organization (WHO) in March 2020. The coronavirus affected millions of people around the world and impacted various sectors, including education. The Covid-19 pandemic forced a massive transition to RT, driving the use of technology in education. This brought flexibility but also posed challenges of access and adaptation for students and teachers worldwide. Thus, we explore the impact of educational technologies, examining how educators conducted their classes and how students absorbed knowledge. Additionally, we will investigate how these new tools became essential in developing a more accessible education. Based on relevant theoretical frameworks, this article analyzed a questionnaire via Google Forms, focusing on the experiences of teachers during the pandemic who teach in the final years of Elementary School and High School in public schools in Cornélio Procópio (PR). The questionnaire was sent via WhatsApp, and we received eight responses from these teachers, which demonstrated how the technological legacy of RT currently manifests in their Geography classes.