ABSTRACT
In order to contribute to the understanding of the role and challenges of geographic education in the context of the Covid pandemic19, this text seeks to problematize results obtained from a first set of actions carried out in an extension project developed by the EducartGeo group, from Unicentro University, Parana State, Brazil. After presenting the methodological guidelines for the preparation and implementation of the project, the text describes the contradictions related to the emergency educational policies proposed in the State of Parana due to the suspension of classes in basic education. The results also highlight the importance of preserving the teaching autonomy in this period of social isolation in order to guarantee the conscious and contextualized use of the different resources of remote education, and consequently, the offer of a quality and transformative public education.