O trabalho docente do atendimento educacional especializado: desafios e possibilidades em tempo de distanciamento social

• Autor(a) principal: Gomes, Robéria Vieira Barreto
• Data de Publicação: 2021
• Outros Autores: Ozório, Francisca Janaina Dantas Galvão, Cavalcante, Petrônio, Muniz, Querem Hapuque Monteiro
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/58995
• topic: Trabalho docente; AEE; Distanciamento social

School education constitutes one of the transformation points of focus for the subjects who attend school, and teachers are the central axis for these transformations to happen in a productive and challenging way. This research aimed to: a) analyze the guidelines established by the Municipal Education Secretary (Secretaria Municipal de Educação – SME) of Fortaleza, in one of the Education Districts, in face of home pedagogical assistance, during the period of social distance due to COVID 19; b) know the public policies that regulate the ESA for home pedagogical assistance; and to investigate the pedagogical strategies used by ESA teachers for home pedagogical care during the period of social distance. The methodology used was qualitative and exploratory, with case study and documentary analysis, in which eleven ESA teachers who work in municipal schools in Fortaleza (CE) answered a semi-structured questionnaire regarding their work developed in the time of COVID 19. The results showed that teachers follow the SME guidelines for this period of social distance, seeking to use home office time to support other teachers in making more flexible activities and guiding families. It was concluded that ESA teachers are aware of their duties and of the guidelines developed by the SME in Fortaleza to be developed during this period. However, developing pedagogical strategies to work with students in home environment has become a major challenge, since most teachers, in their initial and continuing education, were not contemplated with actions and practices for “home pedagogical care”.