The dissemination of the New Coronavirus Sars-CoV-2 and the incorporation of emergency
remote teaching, made the use of Digital Information and Communication Technologies –
TDIC and virtual platforms in education a reality, imposing challenges and/or possibilities for
teachers and students . In this context, this research aimed to discuss the challenges that this
period, and notably the realization of remote classes has enabled Geography teachers who teach
in the state and municipal basic education network of Ananás - TO. This work is anchored in
the exploratory research methodology. As methodological procedures, bibliographical surveys
were carried out, dialogue with seven Geography teachers from the public network of the city
of Ananás - TO. The research highlights the need to reflect on the training of Geography
teachers to use TDIC in their remote classes, in view of the notorious challenges faced by them
in the classroom. Inequality, lack of training, uncertainties and challenges are the descriptive
words of remote learning. As for students, as these are the central point of this process, they
may face implications of remote education over the next few years, especially those who were
left unattended, as they did not have the means to monitor the classes. From this perspective, in
view of the pandemic scenario, this work demonstrated the need to discuss not only the
challenges of the Geography teacher, but also the need for continuing education for these
professionals; the role of the school; the positive and negative effects that remote learning has
highlighted on students; the consequences in the teaching-learning process and the inequalities
that were highlighted during remote learning.
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