Pelas ondas do rádio possibilidades para o ensino em tempos de pandemia

Abstract

This study aimed to investigate how geography classes were organized, planned, and implemented in the final years of elementary school in municipal schools in Parintins/AM, through the "Learning at Home Through Radio Waves" project, developed by the Municipal Department of Education as a way to meet the needs faced by schools during the Covid-19 pandemic. This is a qualitative research study, supported by field and bibliographic research. To support this study, we sought support from authors such as Cavalcante (2011) (2014) (2017) (2019); Moran (2013); Kenski (2003) (2018); Oliveira (2021); Ferraretto and Morgado (2020); Schlindwein, Trindade and Leal (2020); among other equally important authors who contributed to discussions on geography teaching, remote learning, and the Covid-19 pandemic. The results indicate that radio proved to be a powerful tool for social inclusion, enabling the continuity of education in the face of social isolation and the suspension of in-person classes. Far from ideal, the "Learning at Home Through Radio Waves" project served to bring knowledge to students in both rural and urban areas of the municipality, minimizing the difficulties faced by teachers, parents, and students, and demonstrating itself as a teaching strategy to be further developed. The research results indicate that even with the teaching materials offered to students (workbooks) and the development of interactive lesson plans used in geography classes for middle school students, learning difficulties were encountered due to factors such as the absence of radio equipment for broadcasting lessons in many homes, the lack of commitment from some parents in establishing a study routine for their children, and a lack of communication between teachers and students, etc. Even so, teaching through radio served to keep students from being idle and detached from the school teaching and learning process during the pandemic, guaranteeing their rights as students. However, upon returning to in-person classes, a great deal of work is needed to diagnose learning deficiencies and carry out work capable of addressing these deficiencies.