Study points out difficulties of rural schools in offering remote teaching

eFinally, some data about the pandemic is starting to come out, almost two years after the start of the escalation in cases of Covid-19. Thus, the balance in the area of ​​education is already beginning to be studied, in addition to the impacts on the economy and health. According to the Internet Steering Committee in Brazil, there were many difficulties in remote education in rural schools. This is mainly due to the lack of access to electronic devices and also to the internet network.

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Unpublished data on remote education

On the last 12th, information from the Internet Management Committee in Brazil was released, which collected data on remote teaching in a survey. In this case, the committee conducted interviews with teachers to understand how education took place in times of a pandemic. Among these education professionals are teachers from rural areas, who also needed to adapt.

Thus, the research reached alarming indications regarding the delay in rural education. According to 92% of teachers, the difficulty of accessing the internet was the great challenge for teaching classes during the pandemic. This resource was then essential for schools and for virtually all sectors in times of social isolation.

In addition, the study also points to discrepancies in difficulties between private and public schools in rural areas. In order to be able to communicate with the students, and even pass on new subjects, most teachers in the field resorted to messengers such as WhatsApp, and even the telephone. Not to mention the difficulty that public school students in the rural area had because they did not have electronic devices.

Study points to lack of teacher training

The pandemic certainly took everyone by surprise, and this was no different with teachers who needed to learn a new language of education. As a consequence, 76% of educators in the rural area reported difficulties in carrying out activities remotely.

These data, specifically, point to a need for training and qualification of these professionals. Including, many reported that they could not deal very well with electronic devices and digital resources. In addition, the lack of support from the entities responsible for education in Brazil to teachers was also an aggravating factor of the situation.