Atendimento Educacional Especializado (AEE): os desafios e decorrências durante o ensino remoto.

Abstract

The Specialized Educational Service (SES) that is carried out in the Multifunctional Resource Classroom in school is of fundamental importance for the development of students with disabilities, as it promotes educational activities that favor the accompaniment in the school environment. With the pandemic period experienced, as well as the other students, that with disabilities also went through several adversities in the educational process due to COVID-19 hindering the Specialized Service of the teacher in the (SES) classroom. Thinking about such perspectives, the current work has as a research problem: what are the main challenges encountered by people involved with the activities of the Specialized Educational Service classroom (SES) during remote teaching in a school located in the rural area of São João do Rio do Peixe - PB? The general objective is to analyze the main challenges encountered by people involved with the activities of the Specialized Educational Service classroom (SES) during remote teaching in a school located in the rural area of São João do Rio do Peixe - PB. The specific objectives are: to verify the methodological strategies and resources used by the Specialized Educational Service teacher during remote teaching; to analyze the results achieved by the students served by the specialized educational service classroom from the perspective of the people involved in the educational process and to understand what difficulties and major challenges the children obtained during remote classes. The research is qualitative and exploratory in nature, where semi-structured interviews were conducted with the parents of the students, through Google Meet and video call on WhatsApp and with the (SES) teacher of a school in the rural area of São João do Rio do Peixe-PB. From the research analyzes, it is possible to highlight that remote teaching has caused obstacles, transformations and adaptations in education. In this sense, among the adversities existing in the school under study are: lack of face-to-face contact, monotonous routine, difficulty for families to instruct students from home and lack of adequate place and materials. On the other hand, the pandemic period made it possible to get closer to the family and improve socialization through technological resources. In this perspective, due to the existing communication between the subjects involved in learning and the competence and knowledge of the teacher to carry out the activities according to the particularities of each student, these difficulties could be reduced.