Políticas públicas e os desafios da educação especial por meio do ensino remoto no município de Sumé-PB

Abstract

Inclusive education is a teaching concept based on the complete integration of the student into the education system. For this, equality of opportunities and the acceptance of human differences are necessary, thus contemplating ethnic, social, cultural, intellectual and physical diversities. Included in inclusive education, special education is the branch of education aimed to care and training people with some disability (physical or intellectual), being historically in Brazil the segment with the smallest set of public policies implemented. Within this context, the main objective of this study was to analyze how the Education Department (SEDUC) from Sumé-PB municipality promoted actions to operationalize remote teaching with students of kindergarten and elementary school I in the period of the resulting pandemic of COVID-19 (2020-2021). For methodological purposes, the article was classified as a case study, following a qualitative approach, of a basic nature, with an exploratory objective and survey procedures. For data collection, interviews were used, structured in questionnaires applied in virtual format. As a result, some variants were found that made remote teaching even more difficult, such as: lack of normative guidelines from SEDUC, lack of teachers’ training to work with this kind of teaching, lack of knowledge and communication equipment from parents, in addition to the difficulty of students with disabilities in specific issues such as medication use, irritability, drowsiness and lack of concentration.