Educação Inclusiva, Ensino Remoto e Covid-19: Possibilidades e Limites de Práticas Pedagógicas Humanizadoras

Abstract

This paper comes because of a needing for education and its perspective over pandemic time. In other words, it has the aim of analyzing social pedagogic effects from the remote process applied at Santa Maria State School, according to perceptions given by docents about the way of learning. The theory which intensifies this work entails writers and thinkers, as example Freire (1987, 1996), Boneti (2010), Arroyo (2013), Libâneo (2004), and Mantoan (2003) who have talked the inclusive education right and justified a pedagogical practice more structured on subject representativeness’. Through qualitative research methods, in-depth interviews, and observation, this work links to the research line of Process and Formative Process for Educators to Inclusive Education of Programa de Mestrado Profissional em Educação Inclusiva em Rede (Profei) from Universidade Estadual de Ponta Grossa (UEPG). Twenty docents which have taught at Santa Maria State School during the pandemic period systematized the research voluntary sample. The data which has collected from an online quiz (Google Forms) was structured into 32 questions given with open answers as well. The respondents’ answers collected needed to specify information as to docent internet access and the use of TDIC (Tecnologias Digitais de Comunicação e Informação), methodological referral and difficulties found over remote learning. This research consequently has shown that most educators had felt difficulty with the transition from present to remote learning because of the troubles with beginning and using the platforms. Furthermore, it noticed the teacher’s workload in the Home-Office. In addition, has noticed no interaction, inequality in internet access, and modern machines so that educators might work. This research will bring thinking about social inclusion through emancipatory pedagogical practices certainly focused on a methodology that reflects the demands and the needing of those who face equality in education. As the proposal, this work shows an educational product with methodological clauses that bring education more humanizing, subsidizing educational institutions to keep up with teaching-learning.