Basic Education Teachers formation in the Covid-19 pandemic: the Special Education Vulnerabilities

Detalhes bibliográficos
Autor(a) principal: Lima, Paulo Vinícius Pereira de
Data de Publicação: 2022
Outros Autores: Sousa, Luciane Alves Rodrigues de, Moreira, Geraldo Eustáquio
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação Matemática Debate
DOI: 10.46551/emd.v6n12a04
Texto Completo: https://www.periodicos.unimontes.br/index.php/emd/article/view/4713
Resumo: Covid-19 was classified as a large power dissemination pandemic that created huge obstacles. On the Educational scope, teachers, principals, and the society live with a truly impasse caused by the remote teaching. Teacher and students were challenged to get into a new field mediated by technology, requiring a qualification, especially for those who work with Special Education. This article aims to analyze teachers who work with remote teaching conceptions according to their work with Special Educational Needs – SEN – students. We made a research based on a questionnaire with teachers from different Brazilian states to understand their qualification to work with remote teaching with the Special Education students. The results show a formation necessity for those who work with Special Educational Needs students, and also rethink the inclusive education in the remote teaching context in a way to include all the students
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spelling Basic Education Teachers formation in the Covid-19 pandemic: the Special Education VulnerabilitiesFormación de profesores de la Educación Básica en el contexto de la pandemia Covid-19: las vulnerabilidades de la Educación EspecialFormação de professores da Educação Básica no contexto da pandemia da Covid-19: as vulnerabilidades da Educação EspecialFormação de ProfessoresEnsino RemotoEducação InclusivaCovid-19Teacher TrainingRemote TeachingInclusive EducationCovid-19Formación de ProfesoresEnseñanza RemotaEducación InclusivaCovid-19Covid-19 was classified as a large power dissemination pandemic that created huge obstacles. On the Educational scope, teachers, principals, and the society live with a truly impasse caused by the remote teaching. Teacher and students were challenged to get into a new field mediated by technology, requiring a qualification, especially for those who work with Special Education. This article aims to analyze teachers who work with remote teaching conceptions according to their work with Special Educational Needs – SEN – students. We made a research based on a questionnaire with teachers from different Brazilian states to understand their qualification to work with remote teaching with the Special Education students. The results show a formation necessity for those who work with Special Educational Needs students, and also rethink the inclusive education in the remote teaching context in a way to include all the studentsLa Covid 19 fue especificada como una pandemia con gran poder de difusión que resultó en grandes obstáculos. En el ámbito educativo, profesores, gestores y la sociedad conviven con verdaderos desafíos ocasionados por la enseñanza remota.  Docentes y estudiantes fueron desafiados a ingresar en un nuevo campus mediado por las tecnologías, al cual necesitaban de formación adicional, principalmente para los docentes que trabajan con la Educación Especial. De este modo, este artículo tiene como objetivo analizar las concepciones de los profesores que trabajan en la enseñanza remota con respeto a su actividad laboral con estudiantes con necesidades educativas diferenciadas y estudiantes con alguna discapacidad intelectual. Se realizó una investigación de metodología cuantitativa a partir de cuestionarios, que contó con la participación de 174 profesores de distintos Estados brasileños, con el propósito de comprehender su formación para trabajar en el contexto remoto con estudiantes de la Educación Especial. Los resultados apuntaron la necesidad de capacitación de los profesores que trabajan con estudiantes con necesidades educativas diferenciadas; repensar desde una formación continuada que pueda romper con la mirada de la no capacidad de estudiantes de la educación especial; y por último repensar la educación inclusiva en un contexto de aprendizaje remota con el fin de incluir todos los estudiantesA Covid-19 foi especificada como uma pandemia com grande poder de disseminação que agregou grandes obstáculos. No âmbito educacional, professores, gestores e a sociedade convivem com um verdadeiro impasse ocasionado pelo ensino remoto. Professores e estudantes foram desafiados a adentrar em um novo campo mediado por tecnologias necessitando de uma formação, sobretudo para os que atuam com a Educação Especial. Este trabalho visa analisar as concepções de professores que atuam no ensino remoto no que diz respeito ao seu trabalho com estudantes com Necessidades Educativas Específicas (NEE). Realizamos uma pesquisa por intermédio de um questionário com 174 professores de diferentes estados brasileiros a fim de compreender sua formação para atuar no contexto remoto com os estudantes da Educação Especial. Os resultados apontaram para a necessidade de formação dos professores que atuam com estudantes com Necessidades Educativas Específicas; repensar na formação continuada e que seja capaz de romper o olhar de incapacidade frente ao trabalho com estudantes com NEE, bem como repensar a educação inclusiva no contexto do ensino remoto de modo a incluir todos os estudantesEditora Unimontes2022-04-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.unimontes.br/index.php/emd/article/view/471310.46551/emd.v6n12a04Educação Matemática Debate; v. 6 n. 12 (2022): jan./dez.; 1-252526-6136reponame:Educação Matemática Debateinstname:Universidade Estadual de Montes Claros (UNIMONTES)instacron:UNIMONTESporhttps://www.periodicos.unimontes.br/index.php/emd/article/view/4713/5234https://www.periodicos.unimontes.br/index.php/emd/article/view/4713/5224https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessLima, Paulo Vinícius Pereira de Sousa, Luciane Alves Rodrigues deMoreira, Geraldo Eustáquio2024-03-27T15:13:29Zoai:ojs2.periodicos.unimontes.br:article/4713Revistahttps://www.periodicos.unimontes.br/index.php/emdPUBhttps://www.periodicos.unimontes.br/index.php/emdrevista.emd@unimontes.br||2526-61362526-6136opendoar:2024-03-27T15:13:29Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)false
dc.title.none.fl_str_mv Basic Education Teachers formation in the Covid-19 pandemic: the Special Education Vulnerabilities
Formación de profesores de la Educación Básica en el contexto de la pandemia Covid-19: las vulnerabilidades de la Educación Especial
Formação de professores da Educação Básica no contexto da pandemia da Covid-19: as vulnerabilidades da Educação Especial
title Basic Education Teachers formation in the Covid-19 pandemic: the Special Education Vulnerabilities
spellingShingle Basic Education Teachers formation in the Covid-19 pandemic: the Special Education Vulnerabilities
Basic Education Teachers formation in the Covid-19 pandemic: the Special Education Vulnerabilities
Lima, Paulo Vinícius Pereira de
Formação de Professores
Ensino Remoto
Educação Inclusiva
Covid-19
Teacher Training
Remote Teaching
Inclusive Education
Covid-19
Formación de Profesores
Enseñanza Remota
Educación Inclusiva
Covid-19
Lima, Paulo Vinícius Pereira de
Formação de Professores
Ensino Remoto
Educação Inclusiva
Covid-19
Teacher Training
Remote Teaching
Inclusive Education
Covid-19
Formación de Profesores
Enseñanza Remota
Educación Inclusiva
Covid-19
title_short Basic Education Teachers formation in the Covid-19 pandemic: the Special Education Vulnerabilities
title_full Basic Education Teachers formation in the Covid-19 pandemic: the Special Education Vulnerabilities
title_fullStr Basic Education Teachers formation in the Covid-19 pandemic: the Special Education Vulnerabilities
Basic Education Teachers formation in the Covid-19 pandemic: the Special Education Vulnerabilities
title_full_unstemmed Basic Education Teachers formation in the Covid-19 pandemic: the Special Education Vulnerabilities
Basic Education Teachers formation in the Covid-19 pandemic: the Special Education Vulnerabilities
title_sort Basic Education Teachers formation in the Covid-19 pandemic: the Special Education Vulnerabilities
author Lima, Paulo Vinícius Pereira de
author_facet Lima, Paulo Vinícius Pereira de
Lima, Paulo Vinícius Pereira de
Sousa, Luciane Alves Rodrigues de
Moreira, Geraldo Eustáquio
Sousa, Luciane Alves Rodrigues de
Moreira, Geraldo Eustáquio
author_role author
author2 Sousa, Luciane Alves Rodrigues de
Moreira, Geraldo Eustáquio
author2_role author
author
dc.contributor.author.fl_str_mv Lima, Paulo Vinícius Pereira de
Sousa, Luciane Alves Rodrigues de
Moreira, Geraldo Eustáquio
dc.subject.por.fl_str_mv Formação de Professores
Ensino Remoto
Educação Inclusiva
Covid-19
Teacher Training
Remote Teaching
Inclusive Education
Covid-19
Formación de Profesores
Enseñanza Remota
Educación Inclusiva
Covid-19
topic Formação de Professores
Ensino Remoto
Educação Inclusiva
Covid-19
Teacher Training
Remote Teaching
Inclusive Education
Covid-19
Formación de Profesores
Enseñanza Remota
Educación Inclusiva
Covid-19
description Covid-19 was classified as a large power dissemination pandemic that created huge obstacles. On the Educational scope, teachers, principals, and the society live with a truly impasse caused by the remote teaching. Teacher and students were challenged to get into a new field mediated by technology, requiring a qualification, especially for those who work with Special Education. This article aims to analyze teachers who work with remote teaching conceptions according to their work with Special Educational Needs – SEN – students. We made a research based on a questionnaire with teachers from different Brazilian states to understand their qualification to work with remote teaching with the Special Education students. The results show a formation necessity for those who work with Special Educational Needs students, and also rethink the inclusive education in the remote teaching context in a way to include all the students
publishDate 2022
dc.date.none.fl_str_mv 2022-04-20
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://www.periodicos.unimontes.br/index.php/emd/article/view/4713
10.46551/emd.v6n12a04
url https://www.periodicos.unimontes.br/index.php/emd/article/view/4713
identifier_str_mv 10.46551/emd.v6n12a04
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.periodicos.unimontes.br/index.php/emd/article/view/4713/5234
https://www.periodicos.unimontes.br/index.php/emd/article/view/4713/5224
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Unimontes
publisher.none.fl_str_mv Editora Unimontes
dc.source.none.fl_str_mv Educação Matemática Debate; v. 6 n. 12 (2022): jan./dez.; 1-25
2526-6136
reponame:Educação Matemática Debate
instname:Universidade Estadual de Montes Claros (UNIMONTES)
instacron:UNIMONTES
instname_str Universidade Estadual de Montes Claros (UNIMONTES)
instacron_str UNIMONTES
institution UNIMONTES
reponame_str Educação Matemática Debate
collection Educação Matemática Debate
repository.name.fl_str_mv Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)
repository.mail.fl_str_mv revista.emd@unimontes.br||
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dc.identifier.doi.none.fl_str_mv 10.46551/emd.v6n12a04

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