Inclusive education in remote education

strengthening the school and family link

Abstract

This study addresses reflections on the dynamics and organization of pedagogical work, as well as the relationship between school and family in the context of remote education in times of pandemic, due to the dissemination of Covid-19. This is a situation that requires a new attitude from the school regarding the teaching and learning process, in order to provide students with continuity in educational aspects made possible by the internet. The objectives are to discuss the scenario of remote learning implemented due to the pandemic caused by Covid-19, addressing the use of digital technologies; on the context of Special Education during remote teaching; on the redefinition of pedagogical practices and on the relationship between schools and families in the face of changes in the face of the pandemic. The methodology was developed from the Literature Review, with selected bibliographic sources in line with the research proposal. It is concluded that, given the new challenges caused by Covid-19, in the educational context, remote learning began to play an essential role in education, given the need to continue the teaching and learning process, and guarantee access for all students, including those of Special Education. It should be noted that this is not a reality for all students, as many do not have access to the internet or digital technological devices. It is believed that the theme is relevant when addressing Special Education and Inclusive Education, which must be present in discussions in the educational sphere, even in times of pandemic.