Banca de DEFESA: RITIANE MEDEIROS DA SILVA CARVALHO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : RITIANE MEDEIROS DA SILVA CARVALHO
DATE: 04/12/2024
TIME: 14:00
LOCAL: Webconferência
TITLE:

PROCESSO DE ESCOLARIZAÇÃO DA CRIANÇAS COM DEFICIÊNCIA INTELECTUAL EM TEMPOS DE ENSINO REMOTO EMERGENCIAL

KEY WORDS:

Schooling. Intellectual Disability. Emergency Remote Teaching.

PAGES: 199
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The Covid-19 pandemic caused a global health crisis, responsible for transforming the functioning of all sectors that make up society. Due to biosecurity measures, some services such as educational activities, for example, had face-to-face services suspended, needing to fit into the logic of virtual operation. Given the immediacy of the educational actions proposed in pandemic times, Emergency Remote Teaching was the alternative used to maintain links between students and schools, however, this proposal did not consider the specificities and conditions of everyone, especially students with Intellectual Disability (ID) enrolled in the initial years of elementary school. Seeking to understand and situate people with disabilities in teaching proposals, we propose the general objective of this study: to analyze the schooling process of children with ID in times of Emergency Remote Education and, specifically: a) identify the pedagogical practices developed for child with ID in the context of remote education; b) discuss the conditions of access and participation of children with ID in classes held during remote education, based on the perceptions of their families; c) investigate the challenges of remote teaching for the schooling process of children with ID. We developed a qualitative research, with a methodology based on thematic oral history, constructed from semi-structured interviews that revealed the narratives of 10 subjects (5 teachers and 5 mothers of students with ID) who experienced the (im)possibilities of the new educational format in public education in the city of Natal -RN.The data from the interviews were analyzed according to the content analysis technique and systematized into categories related to pedagogical work and the interaction of children with ID in the context of emergency remote teaching. The results of the study demonstrated that the lack of guidance for teachers, the training gaps related to the use of technologies in the classroom, social inequalities, the low access and handling of technologies by family members of children with ID, the potential for mediation of mothers and the students' own specificities, were aspects that reverberated in the access, participation and learning of students with ID and influenced the schooling process in times of remote teaching. We conclude that the proposals for virtual classes carried out on an emergency basis were faced with challenges that revealed social inequalities and directly affected the rights historically achieved by people with disabilities.

COMMITTEE MEMBERS:
Externa ao Programa - 1543230 - ELIANA COSTA GUERRA - nullInterna - 3144003 - GESSICA FABIELY FONSECA
Externa à Instituição - MARCIA TORRES NERI SOARES - UNEB
Externa à Instituição - MARLA VIEIRA MOREIRA DE OLIVEIRA - URCA
Presidente - 1756133 - RITA DE CASSIA BARBOSA PAIVA MAGALHAES