"- And me, teacher ?!"

remote history teaching and the deficient inclusion scenario in rural and peripheral areas of the State of Pará

Abstract

This article aims to identify challenges regarding the teaching of history in the context of the new coronavirus pandemic, analyzing scenarios of deficient inclusion that involve public education in rural and peripheral areas in the interior of the State of Pará. For this purpose, a qualitative research was developed. in the digital field (DESLANDES; COUTINHO, 2020), through which interpretive data were sought to signify experiences in teaching history developed at the State High School Dr. Pádua Costa, in Santa Bárbara do Pará, in the second half of 2020 and in the first two months of 2021. The data obtained were analyzed following theoretical references aimed at teaching history. The results pointed to the need for sensitivity and effective participation of society in general, and the State in the construction of educational policies that mainly meet the needs of rural and peripheral populations, in order to offer an effectively citizen and democratic history teaching.