Narrativas de professores do AEE sobre aprendizagem de estudantes com deficiência no pós-pandemia

Abstract

This dissertation aims to understand and analyze the reverberations perceived by Specialized Educational Assistance (SEA) teachers in relation to the learning of students with disabilities, assisted in the multifunctional resource room, after returning to school, in the context of the post-pandemic. A qualitative methodological approach was used, based on open narratives, carried out with nine SEA teachers, who work in municipal elementary schools in the city of São Leopoldo/RS. When examining the responses, their perceptions were analyzed in relation to the challenges faced in caring for students with disabilities and the changes observed in teaching practices after the pandemic. The results obtained reveal a number of significant concerns, including the challenges faced by these students during school distancing and the consequent impacts on learning. In addition, a notable emphasis on the individualization of teaching has emerged, as well as the prevalence of the language of learning, indicating a more market-oriented and segmented view of education, by overvaluing the acquisition of structured knowledge to the detriment of students' comprehensive education. In this context, the pandemic has served as a catalyst for the intensification of pre-existing problems, such as exclusion and individualism, instigating the school to re-evaluate and reformulate its inclusive and training practices. The in-depth analysis highlights the significant challenges in the educational scenario, reiterating the urgent need for a transformative and adaptive approach to educational practices in order to meet emerging demands and promote inclusive and enriching learning for all students. In this sense, the school plays a fundamental role in providing a welcoming environment for the all-round development of subjects, while encouraging critical reflection on its role in post-pandemic society, highlighting the importance of integration and adaptation to the new demands and challenges faced by students and teachers.