Precariousness of education in the Covid-19 pandemic: setback in the inclusive process of university students with visual impairment

Detalhes bibliográficos
Autor(a) principal: Silva, Maria Quitéria da
Data de Publicação: 2023
Outros Autores: Fumes, Neiza de Lourdes Frederico
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação & Formação (Fortaleza)
Texto Completo: https://revistas.uece.br/index.php/redufor/article/view/8658
Resumo: This article aims to explain the challenges and barriers imbricated in teaching practice regarding the inclusion of visually impaired university students in times of the Covid-19 pandemic. It follows the foundations of Socio-Historical Psychology and Dialectical Historical Materialism. Six university students with visual impairments from different undergraduate courses at a public university in the Northeast of the country, participated in the research. The data were produced through a semi-structured interview, which was carried out individually by Google Meet. For data analysis we used the meaning nuclei. The results showed that the lack of knowledge about the inclusion of people with visual impairment, combined with the lack of appropriation of digital tools and the multiple demands contributed to an excluding pedagogical practice that is guided by an ideological bias of the normative body. However, we consider that remote teaching enhanced the precariousness of teaching practice, and that it exacerbated the exclusion of students with visual impairments.
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spelling Precariousness of education in the Covid-19 pandemic: setback in the inclusive process of university students with visual impairmentPrecariedad de la educación en la pandemia del Covid-19: retroceso en el proceso inclusivo de universitarios con discapacidad visualPrécarité de l'éducation dans la pandémie de Covid-19: impacts sur l'inclusion des étudiants universitaires ayant une déficience visuellePrecarização do ensino na pandemia da Covid-19: impactos na inclusão do universitário com deficiência visualUniversitáriosDeficiência VisualPrática DocenteEnsino RemotoPrática docenteCollege StudentsVisual ImpairmentTeaching PracticeRemote Teachingteaching practiceUniversitariosDiscapacidad VisualPrática DocenteEnseñanza Remotapráctica docenteÉtudiantsDéficience visuellePratique de l'enseignementEnseignement à distancepratique de l'enseignementThis article aims to explain the challenges and barriers imbricated in teaching practice regarding the inclusion of visually impaired university students in times of the Covid-19 pandemic. It follows the foundations of Socio-Historical Psychology and Dialectical Historical Materialism. Six university students with visual impairments from different undergraduate courses at a public university in the Northeast of the country, participated in the research. The data were produced through a semi-structured interview, which was carried out individually by Google Meet. For data analysis we used the meaning nuclei. The results showed that the lack of knowledge about the inclusion of people with visual impairment, combined with the lack of appropriation of digital tools and the multiple demands contributed to an excluding pedagogical practice that is guided by an ideological bias of the normative body. However, we consider that remote teaching enhanced the precariousness of teaching practice, and that it exacerbated the exclusion of students with visual impairments.Este artículo tiene como objetivo explicar los desafíos y las barreras relacionadas en la práctica docente con respecto a la inclusión de estudiantes universitarios con discapacidad visual en tiempos de la pandemia de Covid-19. Sigue los fundamentos de la Psicología Socio-Histórica y del Materialismo Histórico Dialéctico. Participaron de la investigación seis estudiantes universitarios con discapacidad visual de diferentes carreras de pregrado de una universidad pública del Nordeste del país. Los datos fueron producidos a través de entrevista semiestructurada, la cual fue realizada individualmente por Google Meet. Para el análisis de datos, se utilizaron los núcleos de significación. Los resultados mostraron que el desconocimiento sobre la inclusión de las personas con discapacidad visual, combinado con la falta de apropiación de las herramientas digitales y las múltiples demandas, contribuyó para una práctica pedagógica excluyente y guiada por un sesgo ideológico de cuerpo normativo. Por tanto, se considera que la enseñanza remota potenció la precariedad de la práctica docente y exacerbó la exclusión de los estudiantes con discapacidad visual.Cet article vise à expliquer les défis et les barrières imbriqués dans la pratique enseignante concernant l'inclusion des étudiants universitaires déficients visuels en temps de pandémie de Covid-19. Il suit les fondements de la psychologie socio-historique et du matérialisme historique dialectique. Six étudiants universitaires déficients visuels, issus de différents cours de premier cycle d'une université publique du nord-est du pays, ont participé à la recherche. Les données ont été produites par le biais d'un entretien semi-structuré, qui a été réalisé individuellement par google meet. Pour l'analyse des données, nous avons utilisé les noyaux de sens. Les résultats ont montré que la méconnaissance de l'inclusion des personnes déficientes visuelles, conjuguée au manque d'appropriation des outils numériques et à la multiplicité des demandes contribuait à une pratique pédagogique excluante guidée par un parti pris idéologique du corps normatif. Cependant, nous considérons que l'enseignement à distance a accru la précarité de la pratique enseignante, et qu'il a exacerbé l'exclusion des élèves déficients visuels.Este artigo objetiva explicitar os desafios e as barreiras imbricadas na prática docente no tocante à inclusão de universitários com deficiência visual em tempos de pandemia da Covid-19. Seguem os fundamentos da Psicologia Sócio-Histórica e do Materialismo Histórico Dialético. Participaram da pesquisa seis universitários com deficiência visual de cursos de graduação de uma universidade pública do Nordeste do país. Os dados foram produzidos por meio de entrevista semiestruturada, que foi realizada individualmente pelo Google Meet. Para a análise dos dados, utilizaram-se os núcleos de significação. Os resultados apontaram que a falta de conhecimento acerca da inclusão da pessoa com deficiência visual, aliada à falta de apropriação das ferramentas digitais e às múltiplas demandas, contribuiu para a prática pedagógica excludente que se pauta num viés ideológico corponormativo. Contudo, considera-se que o ensino remoto potencializou a precarização da prática docente, consequentemente agudizou a exclusão dos universitários com deficiência visual.EdUECE2023-04-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/xmlhttps://revistas.uece.br/index.php/redufor/article/view/865810.25053/redufor.v8.e8658Educ. Form.; Vol. 8 (2023): Educação & Formação; e8658Educ. Form.; Vol. 8 (2023): Educação & Formação; e8658Éducation et formation; Vol. 8 (2023): Educação & Formação; e8658Educ. Form.; v. 8 (2023): Educação & Formação; e86582448-3583reponame:Educação & Formação (Fortaleza)instname:Universidade Estadual do Ceará (UECE)instacron:UECEporenghttps://revistas.uece.br/index.php/redufor/article/view/8658/9037https://revistas.uece.br/index.php/redufor/article/view/8658/9038https://revistas.uece.br/index.php/redufor/article/view/8658/9526https://revistas.uece.br/index.php/redufor/article/view/8658/9328Copyright (c) 2023 Maria Quitéria da Silvahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSilva, Maria Quitéria daFumes, Neiza de Lourdes Frederico2024-01-09T18:15:12Zoai:ojs.revistas.uece.br:article/8658Revistahttps://revistas.uece.br/index.php/reduforPUBhttps://revistas.uece.br/index.php/redufor/oairedufor@gmail.com||lia.fialho@uece.br2448-35832448-3583opendoar:2024-01-09T18:15:12Educação & Formação (Fortaleza) - Universidade Estadual do Ceará (UECE)false
dc.title.none.fl_str_mv Precariousness of education in the Covid-19 pandemic: setback in the inclusive process of university students with visual impairment
Precariedad de la educación en la pandemia del Covid-19: retroceso en el proceso inclusivo de universitarios con discapacidad visual
Précarité de l'éducation dans la pandémie de Covid-19: impacts sur l'inclusion des étudiants universitaires ayant une déficience visuelle
Precarização do ensino na pandemia da Covid-19: impactos na inclusão do universitário com deficiência visual
title Precariousness of education in the Covid-19 pandemic: setback in the inclusive process of university students with visual impairment
spellingShingle Precariousness of education in the Covid-19 pandemic: setback in the inclusive process of university students with visual impairment
Silva, Maria Quitéria da
Universitários
Deficiência Visual
Prática Docente
Ensino Remoto
Prática docente
College Students
Visual Impairment
Teaching Practice
Remote Teaching
teaching practice
Universitarios
Discapacidad Visual
Prática Docente
Enseñanza Remota
práctica docente
Étudiants
Déficience visuelle
Pratique de l'enseignement
Enseignement à distance
pratique de l'enseignement
title_short Precariousness of education in the Covid-19 pandemic: setback in the inclusive process of university students with visual impairment
title_full Precariousness of education in the Covid-19 pandemic: setback in the inclusive process of university students with visual impairment
title_fullStr Precariousness of education in the Covid-19 pandemic: setback in the inclusive process of university students with visual impairment
title_full_unstemmed Precariousness of education in the Covid-19 pandemic: setback in the inclusive process of university students with visual impairment
title_sort Precariousness of education in the Covid-19 pandemic: setback in the inclusive process of university students with visual impairment
author Silva, Maria Quitéria da
author_facet Silva, Maria Quitéria da
Fumes, Neiza de Lourdes Frederico
author_role author
author2 Fumes, Neiza de Lourdes Frederico
author2_role author
dc.contributor.author.fl_str_mv Silva, Maria Quitéria da
Fumes, Neiza de Lourdes Frederico
dc.subject.por.fl_str_mv Universitários
Deficiência Visual
Prática Docente
Ensino Remoto
Prática docente
College Students
Visual Impairment
Teaching Practice
Remote Teaching
teaching practice
Universitarios
Discapacidad Visual
Prática Docente
Enseñanza Remota
práctica docente
Étudiants
Déficience visuelle
Pratique de l'enseignement
Enseignement à distance
pratique de l'enseignement
topic Universitários
Deficiência Visual
Prática Docente
Ensino Remoto
Prática docente
College Students
Visual Impairment
Teaching Practice
Remote Teaching
teaching practice
Universitarios
Discapacidad Visual
Prática Docente
Enseñanza Remota
práctica docente
Étudiants
Déficience visuelle
Pratique de l'enseignement
Enseignement à distance
pratique de l'enseignement
description This article aims to explain the challenges and barriers imbricated in teaching practice regarding the inclusion of visually impaired university students in times of the Covid-19 pandemic. It follows the foundations of Socio-Historical Psychology and Dialectical Historical Materialism. Six university students with visual impairments from different undergraduate courses at a public university in the Northeast of the country, participated in the research. The data were produced through a semi-structured interview, which was carried out individually by Google Meet. For data analysis we used the meaning nuclei. The results showed that the lack of knowledge about the inclusion of people with visual impairment, combined with the lack of appropriation of digital tools and the multiple demands contributed to an excluding pedagogical practice that is guided by an ideological bias of the normative body. However, we consider that remote teaching enhanced the precariousness of teaching practice, and that it exacerbated the exclusion of students with visual impairments.
publishDate 2023
dc.date.none.fl_str_mv 2023-04-24
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uece.br/index.php/redufor/article/view/8658
10.25053/redufor.v8.e8658
url https://revistas.uece.br/index.php/redufor/article/view/8658
identifier_str_mv 10.25053/redufor.v8.e8658
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://revistas.uece.br/index.php/redufor/article/view/8658/9037
https://revistas.uece.br/index.php/redufor/article/view/8658/9038
https://revistas.uece.br/index.php/redufor/article/view/8658/9526
https://revistas.uece.br/index.php/redufor/article/view/8658/9328
dc.rights.driver.fl_str_mv Copyright (c) 2023 Maria Quitéria da Silva
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Maria Quitéria da Silva
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
text/xml
dc.publisher.none.fl_str_mv EdUECE
publisher.none.fl_str_mv EdUECE
dc.source.none.fl_str_mv Educ. Form.; Vol. 8 (2023): Educação & Formação; e8658
Educ. Form.; Vol. 8 (2023): Educação & Formação; e8658
Éducation et formation; Vol. 8 (2023): Educação & Formação; e8658
Educ. Form.; v. 8 (2023): Educação & Formação; e8658
2448-3583
reponame:Educação & Formação (Fortaleza)
instname:Universidade Estadual do Ceará (UECE)
instacron:UECE
instname_str Universidade Estadual do Ceará (UECE)
instacron_str UECE
institution UECE
reponame_str Educação & Formação (Fortaleza)
collection Educação & Formação (Fortaleza)
repository.name.fl_str_mv Educação & Formação (Fortaleza) - Universidade Estadual do Ceará (UECE)
repository.mail.fl_str_mv redufor@gmail.com||lia.fialho@uece.br
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