Processos avaliativos em uma classe do ensino fundamental e no atendimento educacional especializado durante a pandemia

Abstract

From the educational scenarios changed by the actions of the pandemic of COVID-19, the remote teaching model has become the option for the continuity of schooling of students from public schools in the country, in this study, the target students of Special Education. Thus, this study is part of the research focused on the evaluation process of these students in times of pandemic. The general objective was to analyze the conceptions and the actions of Specialized Education Service teachers and regular classroom teachers regarding the evaluation process of the target students of Special Education in the remote teaching model. To do so, the research had a qualitative approach, carried out with two teachers, one from regular education and the other from the Specialized Educational Attendance, from a municipal public school of a large city in the state of Paraíba. Data were collected through observations made in the WhatsApp group of a 5th grade class, through message exchanges, phone calls and semi-structured interviews with the participants. To treat and analyze the data, we used Content Analysis, which provided elements for discussion and the construction of the categories of analysis, enabling appreciation of the teachers' messages through speeches about the evaluation process of students targeted for Special Education. The results revealed mishaps and challenges for both teachers and students due to lack of technological access and support from the family, causing implications to the students' evaluation process. The data also showed that, even in a remote teaching scenario, the partnership between the two teachers was restricted to occasional communications, exchange of ideas about the construction of activities for the students, thus evidencing the non-existence of perspectives of a consistent collaborative teaching that encompasses planning, strategies, forms of evaluation, and curricular flexibility. Likewise, it was noticed that, despite the fact that remote teaching brings up several difficulties and vulnerabilities, the teachers' conceptions are inherent, regardless of the school scenario, that is, limited and restricted to the medical model about disability, which generates stereotypes and restrictions for the formation of elements that make the curriculum, actions, and evaluations more flexible to the learning of students targeted for Special Education. Based on the considerations presented, it is necessary to reflect on the implementation of debates concerning the inclusive assessment practices, in order to break with assessment concepts linked to the medical bias and the measurement of knowledge. Moreover, it is proposed the adoption of collaborative teaching between teachers of regular education and specialized educational care, in order to promote inclusive practices, regardless of the school setting, remote or face-to-face.