Programa de Pós-Graduação em Estudos Antrópicos na Amazônia - PPGEAA/Castanhal

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/12384

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Atendimento educacional especializado durante a pandemia da Covid-19 em escolas municipais de Castanhal
(Universidade Federal do Pará, 2024-08-07) BATISTA, Claudia Alves; PIRES, Yomara Pinheiro; http://lattes.cnpq.br/5304797342599931; https://orcid.org/0000-0001-7724-6082
This dissertation aimed to understand the pedagogical practices organized by teachers of specialized educational care (AEE) for students with disabilities in municipal schools in Castanhal - Pará during emergency classes during the Covid-19 pandemic in 2020 and 2021. The methodological foundations adopted follow a qualitative approach based on field research. The survey and collection of information took place from November to December 2022, under the netnography technique, through interviews and questionnaires applied to nine AEE teachers from three different municipal schools in the Castanhal - Pará education network in the 2020 and 2021 school years. The results found, analyzed from the perspective of content analysis, show that during the emergency classes during the Covid-19 pandemic, ESL teachers encountered many obstacles to offering accessible and quality teaching to students with disabilities. The lack of access to appropriate technology and quality internet was one of the main obstacles faced by both the ESA teachers and the teachers of ordinary classes and other professionals. On the other hand, many students with disabilities also lacked the necessary resources to follow remote classes, which further exacerbated educational inequalities. The study also showed that, even in the face of parents' fragility and lack of pedagogical knowledge, their active and continuous participation was a crucial component and strengthened the support network during emergency classes. As a result, the study highlighted the importance of collaboration between regular classroom teachers, ESA teachers, other special education professionals and parents to meet the needs of students with disabilities during emergency classes in 2020 and 2021. Finally, the challenges faced by ESA teachers during remote teaching highlight the need for continued investment in professional training, technological infrastructure and the development of public policies that promote digital and educational inclusion.
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Macroindicadores qualitativos de inclusão e a alteridade na escolarização de estudantes com TEA
(Universidade Federal do Pará, 2024-08-08) DIOMEDES, Maria Eduarda Matos; ROCHA, Carlos José Trindade da; http://lattes.cnpq.br/7815926450187234; https://orcid.org/0000-0001-5172-9182
This research aims to analyze how the quality of care occurs in special education through the use of macro indicators in the dimensions of Pedagogical and Learning Strategy, and also, School Management, paying attention to relationships of otherness among students with Autism Spectrum Disorders (ASD) in municipal public schools in Castanhal-Pará, aiming at inclusive education. We opted for a qualitative approach and descriptive and exploratory characteristics. As a procedure for data collection, observation and interviews were used using self-administered questionnaires, with the participation of 09 (nine) teachers working in the Specialized Educational Service (SES) room and 07 (seven) managers. A set of qualitative indicators structured into two dimensions was established: 1) Pedagogical and Learning Strategies and 2) School Management. These dimensions made it possible to reach the proposition of 10 (ten) macro indicators. The results indicated that dimension 1 is in an initial phase of development, revealing that there is a need for greater initial support and school adaptation, even given the understanding by educators of the appreciation and establishment of relationships of otherness in the schooling of students with ASD, with the need for more effective and multidisciplinary collaboration between professionals offering health services. In dimension 2, the macro indicators point to signs of initiation of the implementation of inclusive practices, highlighting the lack of physical adequacy of the school environment and the need for changes in awareness on the part of educators as critical areas to be addressed. The research reveals both advances and challenges in promoting inclusive education for students with autism, given a growing number of ASD enrollments in the network, which has accompanied the reality at national level, but there is a need for a joint effort to guarantee an inclusive, equitable education that is more attentive to relationships of otherness, where all students can have access to quality education regardless of their particularities, in municipal public schools.

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