Proposals for special education in times of Pandemic: exposed exclusion

Detalhes bibliográficos
Autor(a) principal: Vaz, Kamille
Data de Publicação: 2021
Outros Autores: Barcelos, Liliam Guimarães de, Garcia, Rosalba Maria Cardoso
Tipo de documento: Artigo
Idioma: por
Título da fonte: Olhar de Professor (Online)
Texto Completo: https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16018
Resumo: In this article we seek to discuss the proposals for special education in the context of the COVID-19 pandemic. Based on the theoretical and methodological assumptions of historical and dialectical materialism, we analyze international and national documents that propose non-classroom teaching alternatives for special education students. We verified the participation of multilateral organizations in the diffusion of new ways of producing education in the world and in building the consensus that, in Brazil, remote education is the only way to adjust the school calendar in this context. We found that the recommendations for the education of special education students do not differ from the proposals for face-to-face teaching already disseminated by educational policies, although they recognize that these students do not benefit from distance solutions. We conclude that the proposals for special education in the period of the pandemic exposed the exclusion of access to scientific knowledge, which historically permeates the education of these groups of students.
id UEPG-31_dfdd297d9b75fa0541112a494bfda507
oai_identifier_str oai:uepg.br:article/16018
network_acronym_str UEPG-31
network_name_str Olhar de Professor (Online)
repository_id_str
spelling Proposals for special education in times of Pandemic: exposed exclusionPropuestas de educación especial en tiempos de Pandemia: exclusión de escaneoPropostas para a educação especial em tempos de pandemia: exclusão escancaradaPolítica educacional. Educação especial. COVID-19.Educational politics. Special education. COVID-19.Política educativa. Educación especial. COVID-19.In this article we seek to discuss the proposals for special education in the context of the COVID-19 pandemic. Based on the theoretical and methodological assumptions of historical and dialectical materialism, we analyze international and national documents that propose non-classroom teaching alternatives for special education students. We verified the participation of multilateral organizations in the diffusion of new ways of producing education in the world and in building the consensus that, in Brazil, remote education is the only way to adjust the school calendar in this context. We found that the recommendations for the education of special education students do not differ from the proposals for face-to-face teaching already disseminated by educational policies, although they recognize that these students do not benefit from distance solutions. We conclude that the proposals for special education in the period of the pandemic exposed the exclusion of access to scientific knowledge, which historically permeates the education of these groups of students.En ese artículo buscamos discutir las propuestas de educación especial en el contexto de la pandemia causada por COVID-19. Basados en los supuestos teóricos y metodológicos del materialismo histórico y dialéctico, analizamos documentos internacionales y nacionales que proponen alternativas de enseñanza fuera del aula para estudiantes de la educación especial. Verificamos la participación de organizaciones multilaterales en la difusión de nuevas formas de producir educación en el mundo y en la construcción del consenso de que en Brasil la educación remota es la única forma de ajustar el calendario escolar en este contexto. Descubrimos que las recomendaciones para la educación de los estudiantes de educación especial no difieren de las propuestas para la enseñanza presencial ya difundidas por las políticas educativas, aunque reconocen que estos estudiantes no se benefician de las soluciones a distancia. Concluimos que las propuestas de educación especial en el período de la pandemia evidencia la exclusión del acceso al conocimiento científico, que históricamente impregna la educación de estos grupos de estudiantes.Nesse artigo buscamos discutir as propostas para a educação especial no contexto de pandemia causada pela COVID-19. Com base nos pressupostos teóricos e metodológicos do materialismo histórico e dialético, analisamos documentos internacionais e nacionais que propõem alternativas de ensino não presencial para os estudantes da educação especial. Verificamos a participação de organizações multilaterais na difusão de novas formas de produzir educação no mundo e na construção do consenso de que, no Brasil, o ensino remoto é a única forma de adequar o calendário escolar neste contexto. Constatamos que as recomendações para a educação dos estudantes da educação especial não diferem das propostas para o ensino presencial já difundidas pelas políticas educacionais, embora reconheçam que esses estudantes não se beneficiam das soluções à distância. Concluímos que as propostas para a educação especial no período da pandemia escancaram a exclusão do acesso ao conhecimento científico, que permeia, historicamente, a educação desses grupos de estudantes.Editora UEPG2021-07-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPDF TextTexto PDFTexto PDFapplication/pdftext/xmlapplication/ziphttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/1601810.5212/OlharProfr.v.24.16018.053Olhar de Professor; Bd. 24 (2021): Publicação Contínua; 1-10Olhar de Professor; Vol. 24 (2021): Continuous Publishing; 1-10Olhar de Professor; Vol. 24 (2021): Publicación Continua; 1-10Olhar de Professor; Vol. 24 (2021): Publicação Contínua; 1-10Olhar de Professor; v. 24 (2021): Publicação Contínua; 1-101984-01871518-5648reponame:Olhar de Professor (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/16018/209209214479https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16018/209209215714https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16018/209209215715Copyright (c) 2021 Kamille Vaz, Liliam Guimarães de Barcelos, Rosalba Maria Cardoso Garciainfo:eu-repo/semantics/openAccessVaz, KamilleBarcelos, Liliam Guimarães deGarcia, Rosalba Maria Cardoso2022-03-16T19:56:59Zoai:uepg.br:article/16018Revistahttps://revistas2.uepg.br/index.php/olhardeprofessor/indexPUBhttps://revistas2.uepg.br/index.php/olhardeprofessor/oaiolhardeprofessor@uepg.br||1984-01871518-5648opendoar:2022-03-16T19:56:59Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Proposals for special education in times of Pandemic: exposed exclusion
Propuestas de educación especial en tiempos de Pandemia: exclusión de escaneo
Propostas para a educação especial em tempos de pandemia: exclusão escancarada
title Proposals for special education in times of Pandemic: exposed exclusion
spellingShingle Proposals for special education in times of Pandemic: exposed exclusion
Vaz, Kamille
Política educacional. Educação especial. COVID-19.
Educational politics. Special education. COVID-19.
Política educativa. Educación especial. COVID-19.
title_short Proposals for special education in times of Pandemic: exposed exclusion
title_full Proposals for special education in times of Pandemic: exposed exclusion
title_fullStr Proposals for special education in times of Pandemic: exposed exclusion
title_full_unstemmed Proposals for special education in times of Pandemic: exposed exclusion
title_sort Proposals for special education in times of Pandemic: exposed exclusion
author Vaz, Kamille
author_facet Vaz, Kamille
Barcelos, Liliam Guimarães de
Garcia, Rosalba Maria Cardoso
author_role author
author2 Barcelos, Liliam Guimarães de
Garcia, Rosalba Maria Cardoso
author2_role author
author
dc.contributor.author.fl_str_mv Vaz, Kamille
Barcelos, Liliam Guimarães de
Garcia, Rosalba Maria Cardoso
dc.subject.por.fl_str_mv Política educacional. Educação especial. COVID-19.
Educational politics. Special education. COVID-19.
Política educativa. Educación especial. COVID-19.
topic Política educacional. Educação especial. COVID-19.
Educational politics. Special education. COVID-19.
Política educativa. Educación especial. COVID-19.
description In this article we seek to discuss the proposals for special education in the context of the COVID-19 pandemic. Based on the theoretical and methodological assumptions of historical and dialectical materialism, we analyze international and national documents that propose non-classroom teaching alternatives for special education students. We verified the participation of multilateral organizations in the diffusion of new ways of producing education in the world and in building the consensus that, in Brazil, remote education is the only way to adjust the school calendar in this context. We found that the recommendations for the education of special education students do not differ from the proposals for face-to-face teaching already disseminated by educational policies, although they recognize that these students do not benefit from distance solutions. We conclude that the proposals for special education in the period of the pandemic exposed the exclusion of access to scientific knowledge, which historically permeates the education of these groups of students.
publishDate 2021
dc.date.none.fl_str_mv 2021-07-24
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
PDF Text
Texto PDF
Texto PDF
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16018
10.5212/OlharProfr.v.24.16018.053
url https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16018
identifier_str_mv 10.5212/OlharProfr.v.24.16018.053
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16018/209209214479
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16018/209209215714
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16018/209209215715
dc.rights.driver.fl_str_mv Copyright (c) 2021 Kamille Vaz, Liliam Guimarães de Barcelos, Rosalba Maria Cardoso Garcia
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Kamille Vaz, Liliam Guimarães de Barcelos, Rosalba Maria Cardoso Garcia
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
application/zip
dc.publisher.none.fl_str_mv Editora UEPG
publisher.none.fl_str_mv Editora UEPG
dc.source.none.fl_str_mv Olhar de Professor; Bd. 24 (2021): Publicação Contínua; 1-10
Olhar de Professor; Vol. 24 (2021): Continuous Publishing; 1-10
Olhar de Professor; Vol. 24 (2021): Publicación Continua; 1-10
Olhar de Professor; Vol. 24 (2021): Publicação Contínua; 1-10
Olhar de Professor; v. 24 (2021): Publicação Contínua; 1-10
1984-0187
1518-5648
reponame:Olhar de Professor (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
instacron:UEPG
instname_str Universidade Estadual de Ponta Grossa (UEPG)
instacron_str UEPG
institution UEPG
reponame_str Olhar de Professor (Online)
collection Olhar de Professor (Online)
repository.name.fl_str_mv Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)
repository.mail.fl_str_mv olhardeprofessor@uepg.br||
_version_ 1797053497417400320

Registros relacionados