Ensino de matemática para alunos apoiados pela educação especial no período da pandemia por covid-19: um estudo de caso
Special Education from the perspective of Inclusive Education, aims to develop collaborative work between professionals from educational institutions, which in the period of social isolation caused by COVID-19 underwent changes. This work aims to investigate how the Pandemic, caused by Coronavirus -...
| Autor principal: | Gonçalves, Daniele |
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| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2022
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/29251 |
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| Resumo: |
Special Education from the perspective of Inclusive Education, aims to develop collaborative work between professionals from educational institutions, which in the period of social isolation caused by COVID-19 underwent changes. This work aims to investigate how the Pandemic, caused by Coronavirus - COVID-19, has impacted the teaching of Mathematics of students supported by Special Education. Given this situation, we ask ourselves, how are the needs, difficulties and potential of students supported by Special Education being worked on? This question influenced the researcher to want to answer: how has the Pandemic, caused by the Coronavirus - COVID-19, impacted the teaching of Mathematics, of students supported by Special Education? Thus, semi-structured interviews were conducted with three Mathematics teachers and a Specialized Educational Service (AEE) teacher from a state school in the city of Ouro Verde do Oeste. We sought to know what strategies and materials/pedagogical resources were/are being used by the AEE teacher and/or by the Mathematics Teacher in the common room, aiming at Specialized Educational Service in the teaching of Mathematics to students supported by Special Education, in front of remote teaching during the Pandemic. To support the discussions, documents such as the Public Policies of Special Education, the Pedagogical Political Project (PPP) of the school, legislation on pedagogical didactic activities carried out remotely were studied. Through this case study, based on the professors' statements, we were able to glimpse the tribulations faced during this period, mainly due to the difficulty of accessing the necessary resources for the development of teaching and student learning, available in the Multifunctional Resource Rooms (SRM), also highlighting the problem of Mathematics teachers in reconciling planning of synchronous and asynchronous remote classes, attending to students, correcting activities and adapting activities to assist students supported by Special Education. |
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