GEOGRAPHY IN THE VIRTUAL SPACE AND PANDEMIC: INCLUSIVE AND EXCLUSIONARY PROCESSES IN TEACHER EDUCATION IN BRAZIL

Abstract

The objective of this work was to identify the online education initiatives offered by the Geography course and the activities offered by the Universidade Federal do Tocantins - UFT, during the pandemic period. In particular, we understand the situation of students, the structure of the geography course and the University in teacher training, the light of discussions and the use of Ensino Híbrido due to social isolation throughout the country. The qualitative methodology started from theoretical analysis, results of online questionnaire and actions the Geography and the university, available in the course and on the official website of the UFT. Thus, reflections were raised from the articulation of the course with the institution and the teacher/student dialogue in the virtual space. The specificity of this confrontation showed us forms of inclusion and exclusion by ICT, in various ways, such as social, affective and knowledge. On the one hand, the modality of online education privileges to a few students in the initial education, those who have access to ICT networks and, on the other hand, excludes many students who do not have access to media instruments, during the pandemic and even during their entire training in the Brazilian regional context.