A educação inclusiva no município de Guarulhos durante a Pandemia da COVID-19.
Data
2022-02
Autores
Pereira, Tatiana [UNIFESP]
Orientadores
Lugli, Rosario Silvana Genta
Tipo
Trabalho de conclusão de curso de graduação
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O presente Trabalho de Conclusão de Curso teve como objetivo fazer uma breve retomada sobre a Educação Especial na Perspectiva da Educação Inclusiva no Brasil, como ela surgiu e principalmente investigar como foi o processo de ensino remoto para os alunos de inclusão da rede Municipal de ensino de Guarulhos, durante a Pandemia da Covid-2019 no ano de 2020. Esta pesquisa foi feita por meio de três entrevistas, não presenciais, por conta da Pandemia, utilizando recursos tecnológicos de gravação de áudio, com três pessoas envolvidas na educação que atuaram de forma direta no atendimento aos educandos da inclusão no ano de 2020 no Município pesquisado, são elas, uma educadora do AEE, uma estagiária de inclusão e uma educadora do ensino Fundamental I, que por meio de suas falas puderam evidenciar quais as principais dificuldades enfrentadas, tanto pelos educadores quantos pelos educandos, durante o ensino remoto. A Educação Especial na Perspectiva da Educação Inclusiva é garantida por leis e documentos internacionais que asseguram a inclusão de todos, sem distinção ou segregação, nas escolas, dessa forma, com essa pesquisa foi possível entender quais medidas foram adotadas no Município para garantir um atendimento de qualidade aos educandos com deficiência. Além disso, pode-se evidenciar quais mudanças ocorreram durante os anos em relação a inclusão de crianças com deficiências no ambiente escolar e quais Políticas Públicas existem atualmente e se foram respeitadas durante o ensino remoto. Ao final da pesquisa estão anexadas as transcrições na íntegra das entrevistas.
This graduation essay aimed to investigate how the remote teaching process for inclusion students occurred in the city of Guarulhos, during the Covid-2019 Pandemic in 2020. This research was done through three interviews, not in person, on account of the Pandemic. The author used audio recording, with three educational workers, who assisted students with disabilities: a special teacher (AEE), an intern and an elementary school educator. Their account of the work during 2020 highlighted the many difficulties faced, both by teachers and students during remote teaching. Special Education from the Perspective of Inclusive Education is guaranteed by laws and international documents that ensure the inclusion of all in the regular school system, without distinction or segregation. With this research it was possible to understand what measures were adopted in the Municipality to guarantee a service of quality for students with disabilities. In addition, it is possible to show what changes have occurred over the years in relation to the inclusion of children with disabilities in the school environment and which Public Policies currently exist and whether they were respected during remote teaching. At the end of the research, the full transcripts of the interviews are attached.
This graduation essay aimed to investigate how the remote teaching process for inclusion students occurred in the city of Guarulhos, during the Covid-2019 Pandemic in 2020. This research was done through three interviews, not in person, on account of the Pandemic. The author used audio recording, with three educational workers, who assisted students with disabilities: a special teacher (AEE), an intern and an elementary school educator. Their account of the work during 2020 highlighted the many difficulties faced, both by teachers and students during remote teaching. Special Education from the Perspective of Inclusive Education is guaranteed by laws and international documents that ensure the inclusion of all in the regular school system, without distinction or segregation. With this research it was possible to understand what measures were adopted in the Municipality to guarantee a service of quality for students with disabilities. In addition, it is possible to show what changes have occurred over the years in relation to the inclusion of children with disabilities in the school environment and which Public Policies currently exist and whether they were respected during remote teaching. At the end of the research, the full transcripts of the interviews are attached.