To think about any educational process in contemporary Brazil, it is necessary to
consider the adoption of emergency measures demanded by the Sars-CoV2 pandemic
and the social distancing applied in Brazil. There have been worrying changes and the
entire development of the country is being affected and, in education, the functioning
mode that the schools took was the offering of the remote modality. Considering how
most school continuities were established in the country through Ensino Remoto
Emergencial (Emergency Remote Teaching), it is essential to think about the
development of themes that require attention in the early years of Ensino Fundamental
(Elementary School), allowing a gradual and sequential development to be effective
throughout the student's study life. This work sought to identify whether cartographic
literacy is being developed by teachers in the early years of elementary school in
geographic education classes in the context of remote teaching in the State of
Tocantins during the year 2021. The research path started by exploring books,
scientific articles, and other indirect documents and, also, the qualitative and
quantitative analysis of direct documentation prepared from the application of
questionnaires to the studied population group. From the theoretical discussions and
analysis of the speeches of the teachers participating in this research, it was possible
to consider that the adoption of Ensino Remoto Emergencial (ERE) must be
understood in its transience, that is, it must be contextualized in its relationship with
the temporary feature of the pandemic crisis. Thus, the ERE demanded effort from
professionals to adopt tools that were often not part of their daily work and, based on
their practices, the resources and experiences of teachers reveal both the potential of
using digital tools, as well as obstacles to educational development. During the practice
of the ERE, according to the data collected, there was no effective action on the part
of some teachers who used to work with cartography in the classroom, but with remote
teaching stopped working on its concepts. This may show the existing barrier in the
adoption of technologies to explore a topic that is often conditioned by teachers to
practice in the classroom, with maps, charts, measurement tools, drawing, among
others. The Active Methodologies could overcome some difficulties faced in this
pandemic context, but they demand practice both from the teacher in conducting the
experience, and from the students who need material structure to consolidate their
educational development proposed in these methodologies. However, what was
observed is that many of the strategies that teachers adopted were based on lectures,
which goes back to the possibility that planning was systematically transferred from
the traditional face-to-face model to the remote model. There was, therefore, no
reflection on the forms of transition from one model to another in the act of planning
classes.
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