O trabalho do professor de Educação Especial na escola pública em tempos de pandemia: o compromisso com o ensino
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Tipo
Seção Temática
Classficação
Nível técnico
Data
2022
Título do Períodico
Horizontes
ISSN
2317-109X
Página(s)/e-location
e022052
Idioma(s)
pt
Fonte
Fonte
Itatiba
40
1
40
1
Coleções
Resumo
O estudo visa investigar como professoras de Educação Especial organizaram e avaliaram o trabalho pedagógico no ensino remoto emergencial, bem como compreender suas condições de trabalho em escolas públicas de um município do interior paulista. Os dados empíricos foram obtidos por meio de um questionário e relatos de experiência. Os resultados apontam que, diante de condições tecnológicas e sociais precárias e adversas, as docentes de Educação Especial sustentam o trabalho no coletivo escolar, na relação com as famílias e no vínculo com os alunos. Discute-se que os gestos de resistência político-pedagógica podem emergir por meio do compromisso com o ensino; e da função da escola em promover a relação dos estudantes com deficiência com conhecimentos atribuídos de sentido social.
The study aimed to investigate how special education teachers organized and how they evaluated the pedagogical work in emergency remote teaching, as well as to understand their working conditions in public schools in a city in the interior of São Paulo State. Empirical data were obtained through a questionnaire and experience reports. The results indicate that, in the face of precarious and adverse technological and social conditions, special education teachers support the work in the school collective, in the relationship with families and in the bond with students. It is argued that gestures of political-pedagogical resistance can emerge through a commitment to teaching, and that the school's role is to promote the relationship of students with disabilities with knowledge attributed to a social meaning.
The study aimed to investigate how special education teachers organized and how they evaluated the pedagogical work in emergency remote teaching, as well as to understand their working conditions in public schools in a city in the interior of São Paulo State. Empirical data were obtained through a questionnaire and experience reports. The results indicate that, in the face of precarious and adverse technological and social conditions, special education teachers support the work in the school collective, in the relationship with families and in the bond with students. It is argued that gestures of political-pedagogical resistance can emerge through a commitment to teaching, and that the school's role is to promote the relationship of students with disabilities with knowledge attributed to a social meaning.
Descrição
Palavras-chave
Covid-19, Organização do trabalho pedagógico, Educação especial, Educação inclusiva, Escola pública, Covid-19, Organization of pedagogical work, Special education, Inclusive education, Public school
Citação
SATANA, Izabella; DAINEZ, Débora; ALVES, Teresa Cristina Leança Soares. O trabalho do professor de Educação Especial na escola pública em tempos de pandemia: o compromisso com o ensino. Horizontes, Itatiba, v. 40, n. 1, p. e022052. 2022. https://doi.org/10.24933/horizontes.v40i1.1434. Disponível em: https://revistahorizontes.usf.edu.br/horizontes/article/view/1434. Acesso em: 2023-04-04