Educação especial inclusiva durante o período pandêmico: um olhar das crianças do ensino fundamental I e seus pais

Abstract

In Brazil, as of March 2020, schools had to suspend their in-person classes due to the social isolation necessary in the face of the COVID-19 pandemic. Through decree No. 10,282, the government announced the closure of face-to-face educational institutions. With this provisional measure and the evolution of continuity in schooling, many schools abruptly adopted the remote class format, in accordance with MEC guidelines. Thus, education professionals, families and students deal with various challenges in the teaching-learning process. In this scenario, this research sought to analyze the challenges and strategies that municipal schools adopted in the teaching-learning process of PAEE students in elementary school I in the face of social distancing and emergency remote teaching, in the opinion of these students and their parents. To this end, this is a descriptive qualitative research in which data were collected through semi-structured interviews with ten children and their guardians, two from each region of the country. The interviews were verified based on content analysis from Bardin's perspective. It was found that the pandemic period further accentuated the learning inequalities of PAEE students, highlighting the difficulty with internet connectivity during remote teaching, resulting in a greater number of printed activities. On the other hand, more intense support was seen from Specialized Educational Assistance (AEE) teachers during this period, in addition to a good welcome and strengthening of the family-school partnership when returning to face-to-face classes.