Notice bibliographique
Tomaz, C. R. L. F. et Cruz-Santos, A. (2023). Experiencias de los docentes brasileños en el escenario del covid-19 en la enseñanza para alumnos con necesidades. Dans M. Peralbo, A. Risso, A. Barca, J.C., Brenlla, B., Duarte, L., Almeida et A., Cruz-Santos (dir.). Actas del XVII Congreso Internacional Gallego-Portugués de Psicopedagogía. Tenu à La Corogne 30 et 31 août et le 1er septembre 2023 (p. 1624-1638). Universidad de A Coruña.
Résumé
The present work aimed to present the reports of teachers who taught students with Special Educational Needs (SEN) in the Early Years of Elementary School in the scenario of the Covid-19 pandemic in the state of Rio Grande do Norte (RN) in Brazil. This is a qualitative study in nature. The data was collected from a semi-structured interview with 18 questions applied individually to 14 teachers. The participants met the following criteria: a) they taught in the state of Rio Grande do Norte in the years 2020 and 2021; b) they supported students with SEN in the years 2020 and 2021, c) and these students should be enrolled in the first five years of elementary education in schools in Rio Grande do Norte. The results of the study allowed for the conclusion that after the announcement of the Covid-19 pandemic, private schools positioned themselves with strategies and methodologies for teaching ahead of public schools. To mediate the teaching practices during this period, the messaging application WhatsApp was the medium most adopted by the investigated teachers, especially in the public school context. As for the private school teachers, digital platforms such as Zoom, Google Meet, Google Classroom, Google Forms, and Google Drive were used to support the students. Teachers pointed to the family as a fundamental factor in the mediation of communication and in the teaching and learning process of students with SEN. Thus, the pandemic highlighted the socioeconomic, educational and cultural disparities in Brazil, especially between public and private schools.
