Teaching geodiversity remotely: dialectic possibilities of virtual support groups

In view of the scenario generated by the COVID-19 pandemic, some academic activities hadto be canceled or adapted to remote education, which, in a way, boosted the use of Information and Communications Technology (ICT) tools as facilitators of teaching and learning. In this sense, the present study aimed to describe an experience report of the “Civil DOC” project, by way of action research, to expose and discuss the challenges of ICT use as a support for remote teaching-learning practices in times of social isolation. The most effective adaptation was the concentration of activities that fed the project’s social network, carried out in two main ways: the production and weekly publication of virtual content on Geodiversity, alternating with live broadcasts. Greater interactivity was observed among the students involved in the project, in meeting the demands and in the appropriation of bibliographies related to the subject, with an increase in the interaction of the project members with one another. In addition, the reach of the publications and live broadcasts via the project’s social mediawas significantly higher than expected in the workshops and lectures that would be held in the institution’s physical spaces.