From Immersion in the Field to Distance Work: an Experience Report of the Discipline of Inclusive Special Education Semi-Presential in the Pandemic Period

• Autor(a) principal: Rodrigues, Layane Cristine de Souza
• Data de Publicação: 2021
• Outros Autores: Fernandes, Edicléa Mascarenhas, Rodrigues, Suellen da Rocha, Lima, Luciana Barros Farias
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: EAD em Foco
• Texto Completo: https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1225

The main objective of this article is to present an experience report of an educational proposal and how the pandemic caused by SARSCOV2 (Coronavirus), brought changes in the structure of the Inclusive Special Education discipline in the first semester of 2020. This discipline is part of the degree in Pedagogy and Geography through the CEDERJ Consortium. The undergraduate course offered by the CEDERJ Consortium is carried out in a semi-face-to-face modality, with two distance and two face-to-face assessments and uses the Moodle platform as a Virtual Learning Environment. Due to the social isolation, it was necessary to make changes in the organizational structure and the discipline became totally remote, with no face-to-face evaluations or attendance with the face-to-face mediator. The service through the Moodle platform was expanded and intensified, as well as the way of approaching the evaluations. This qualitative case study reports the courses of the discipline in the period of isolation referring to the period 2020.1, presenting the structural changes in the pedagogical practices and actions of the face-to-face mediators and the distance in this period. Keywords: Pandemic. Distance education. Adaptations.