SUPERVISED INTERNSHIP EXPERIENCES IN GEOGRAPHY IN REMOTE TEACHING: SCOPES AND CONTINGENCIES OF BRAZILIAN REGIONALIZATION

Abstract

This article discusses the experiences of Supervised Internship in Geography of Universidade do Estado da Bahia (UNEB, Campus IV), via remote teaching, during the unique COVID-19 pandemic moment, emphasizing the reality of Bahia's semi-arid region, specifically in the city of Caém. The problem of work revolved around the question: How to teach and learn geography in supervised internship in high school, in the context of remote teaching? Which are the potentialities and obstacles of a remote teaching in the region of Caém-BA? The research took place from the performance of the qualitative approach, from the perspective of action research, during the regency of Supervised Internship from April to June 2021. We also carried out bibliographic research, which helped to support the discourses contained in the work. The locus of the investigation was Colégio Arnaldo de Oliveira, a high school part of the State Education Network in the city of Caém-BA. Data collection occurred from experience, in the development of activities in the virtual classroom, in the interaction with students, and in assessments of the geography discipline. The results reveal that although geography can work with the lived space of students and the different spatial scales, remote teaching characterizes the contradiction of the multiple realities experienced by students in this pandemic moment, especially when regarding digital inclusion and exclusion, access to technological and pedagogical devices throughout the class process, thus demonstrating the need to readjust the educational planning of the State Department of Education, as well as the teaching practice.