Inclusão escolar e práticas docentes na pandemia antes e após o ensino presencial

Abstract

The closure of schools was one of the concerns of the COVID-19 pandemic scenario. The educational inequality already present in Brazilian schools has become increasingly evident, placing teachers and families in a challenging scenario. And what happened to Special Education Target Public (PAEE) students with the interruption of face-to-face teaching? The present study aimed to describe and analyze the impacts of Remote Emergency Teaching, resulting from the closure of schools, for PAEE teachers and students. Because it is a still unknown phenomenon, an exploratory research was developed consisting of two independent studies, with specific methodological paths. Study I was developed as a quantitative and qualitative research, carried out through the online Google Forms platform, with the participation of 214 public school teachers from 111 cities, 24 states of the five Brazilian regions. Data were categorized and described in three thematic axes, namely: 1) Working conditions, guidance and support for teachers in the pandemic; two). Pedagogical practices developed by teachers with PAEE students;) From school to home reality.Study II was developed as a qualitative research, of the case study type, carried out in a College of Application of a Federal University of Brazil, through meetings carried out online, through Google Meet. It had 11 participants from three groups: a) managers of the Inclusive Education nucleus; b) Special Education teachers; c) professors of the area of knowledge. Data were categorized and described in three thematic axes, namely: Axis 1) Organization of Emergency Remote Teaching; Axis 2) Collaborative Teaching in Emergency Remote Teaching; Axis 3) Return to face-to- face teaching. The analysis of qualitative data from both studies was performed using the Atlas TI software based on Grounded Theory (GT). The results pointed to diversity in practices, working conditions and level of partnership with families in the process of schooling PAEE students. Working conditions during the pandemic directly depended on the individual condition and reality of each teacher. The educational organization in the pandemic context emotionally shook most of them, who experienced great difficulty in the process of transitioning from face-to-face to remote teaching. Teaching was organized, mostly, in an emergency remote way, even with the lack of access for many students, with positive and negative points in the schooling process of PAEE students. Although it is a diverse context, the challenges of the education of PAEE students were maintained and expanded, highlighting the whole problem of accessibility. Despite the difficulties arising from different access conditions, which accentuated educational inequalities, Study II showed that it was possible to invest in collaborative practices with technological immersion, which facilitated collaborative strategies in planning, carrying out classes and even evaluating students, from a more universalist perspective than a specialist one, designed to improve teaching for all and not just adjustments for PAEE students. However, with the return of face-to-face teaching, these practices were reduced or even discontinued, and the school was trying to organize itself to return to what it was before, with the same profile and requirements, disregarding how much society and students had advanced with pedagogical practices. collaboration and the use of technology