EDUCAÇÃO ESPECIAL DO CAMPO EM TEMPOS DE COVID- 19

• Ano de defesa: 2024
• Autor(a) principal: Ozeias de Lima Soares
• Orientador(a): Barbara Amaral Martins
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Educação do Campo. Educação Especial. Pandemia Covid-19. Pós-pandemia.
• Link de acesso: https://repositorio.ufms.br/handle/123456789/9396

The study is linked to the research line Policies, Educational Practices and Social Exclusion/Inclusion, Master's Degree in Education, Federal University of Mato Grosso do Sul, Campus Pantanal (UFMS/CPAN). It addresses the pedagogical and curricular practices aimed at the target students of Special Education (PAEE), attending regular education in countryside schools, in times of Covid-19. The general objective is to analyze the challenges involved in the schooling of PAEE students in countryside schools during the pandemic period and the strategies adopted to deal with possible damage to the teaching and learning process. The methodological procedures are based on a case study related to six semi-structured interviews with the countryside school principal, the head teacher and the educational support teacher who worked during the pandemic period, the student’s family and the students. The results describe the impacts of the pandemic on the teaching and learning process of PAEE students in a countryside school, as a consequence of the suspension of face-to-face classes and the implementation of the Emergency Remote Teaching. The internet is not available to the residents of the countryside school community, due to lack of investments aimed at democratizing internet access in the location. The school community prepared printed Tutored Study Plans (PETs) to be picked up at school, but they had to be delivered at home. It was difficult for the student’s parent to help with the printed PETs. With the return of face-to-face classes, setbacks were observed in the teaching and learning process. According to participants’ reports, the Covid-19 pandemic brought numerous losses to the education of all students in the countryside school. The school created the cultural Friday, in view of socio-emotional issues, after the return of the face-to-face classes. The research led to understanding the schooling process in the countryside, with the adoption of curricula to meet the PAEE student’s specificities and the sociocultural characteristics of the countryside school community.