Rotina escolar em casa dos filhos com Trissomia 21 durante o isolamento social na visão das Mães/Pai

Abstract

The Coronavirus pandemic caused the suspension of face-to-face classes, and schools and families had to reorganize to continue school activities remotely. The present study had the general objective of verifying the school routine of children and adolescents with Trisomy 21-T21, from Kindergarten and Elementary Education in public and private schools, based on parents' reports. The specific objectives were: (a) to identify possible changes in school routine during social isolation, in the opinions of parents of children with T21; (b) to verify the support demands of the parents and (c) to analyze how was the communication between parents and school in this period. For this, after complying with ethical procedures, the research was disseminated and participants were recruited through social networks. As the participants were indicated, they were contacted to schedule the interviews online. Study participants were 19 mothers and one father with children diagnosed with T21. This is a descriptive study with a qualitative approach, in which data collection was carried out through interviews with parents. The instrument used was a semi-structured interview script with open and closed questions. The collected data were transcribed and analyzed through the elaboration of categories. The results showed that the mothers were able to participate more actively in the schooling process of their children with T21, assuming roles of learning mediators, and the only participating father, due to working hours, was unable to be present and indicated the need to greater participation. The results also showed that this greater responsibility given to them in the pandemic context generated emotional conflicts in the mothers, such as anxiety and guilt, a reason caused by the lack of support from professionals at the school institution in establishing a relationship with the family with necessary and targeted pedagogical guidance. . On the other hand, it was reported by the participants that communication with the school improved during this period. The data highlight the importance of support networks with special education teachers to collaborate with the schooling of students with T21 and bring relevant subsidies for public policies, programs and post-pandemic actions.