Os impactos da pandemia do covid-19 no ensino de história: um estudo a partir do Colégio São Raimundo Nonato de Santarém-PA

Abstract

The COVID-19 pandemic has posed significant challenges to the teaching of History at Colégio São Raimundo Nonato, in Santarém-PA, revealing structural and methodological weaknesses in the Brazilian educational model. With the suspension of in-person classes, the abrupt transition to emergency remote teaching highlighted inequalities in access to technology and profoundly impacted the teaching-learning process. Teachers and students faced difficulties in adapting, either due to their lack of familiarity with digital platforms or the lack of adequate structure to monitor classes. In the specific case of History, the impossibility of in-person debates, critical analyses, and dynamic interactions compromises the development of students' historical thinking. The research was conducted based on interviews with teachers, students, and the institution's management team, seeking to understand the impacts of the pandemic from different perspectives. Teachers reported difficulties in using technology and reinventing pedagogical methodologies, while students pointed out challenges such as the loss of face-to-face interaction, difficulty concentrating, and lack of motivation in the face of remote teaching. In addition, the lack of adequate support from families and the emotional overload generated by social isolation worsened the educational gap. The study reinforces the need for more adaptable and inclusive History teaching, which combines digital resources with the in-person model to ensure effective student participation and minimize inequalities. This study aims to conduct an oral survey of the teaching staff, teachers, and students of the São Raimundo Nonato Institution, and data collection was carried out through face-to-face interviews and online questionnaires. The pandemic has revealed the importance of valuing teachers, expanding access to technology, and creating more equitable educational policies. This health crisis has imposed unexpected challenges, but it has also paved the way for reflection on new pedagogical practices and the construction of an educational environment better prepared to face future adversities.