Educação inclusiva no contexto da pandemia

relato dos desafios, experiências e expectativas

Abstract

This article deals with the challenge of thinking about special and inclusive education in the pandemic scenario caused by the Coronavirus. The purpose of this article is to report on the ways that pedagogical activities in remote teaching were planned, developed and carried out, by two special education teachers, since the suspension of classroom activities. The discussions revolve around the pedagogical practices adopted in the face of emergency remote teaching, interact with the regulations of the Ministry of Education, with the lack of support and the few procedures proposed by the federal government, that in a greater instance, even before the pandemic, with a global neoliberal economic system, it has transformed great social achievements in the name of capital interests.  The methodology adopted was of a qualitative nature in which the reports were divided in four categories. As a result, the experiences reported by the teachers showed a new meaning in education. There is also a positive narrowing in family and school relations, developing a higher level of communication, interaction and exchange of information about behaviors and learning.  In conclusion the the education is living a moment of reflection and struggle for rights, health, citizenship, education, equality.