Educação inclusiva no cenário pandêmico: o ensino de química remoto na perspectiva de professores de uma escola pública de João Pessoa-PB

Abstract

The rise of the pandemic caused by the SARS-CoV-2 virus has led to a series of changes and challenges in different areas of society, including education. Remote teaching was an emergency measure to maintain the continuity of classes, making education a big challenge. In this scenario, students with special needs education (SNE) were included, considering the difficulties that they have already experienced during face-to-face teaching, they could face more barriers to overcome, especially in chemistry teaching, due to its specificity. In this sense, the main objective of this work was to investigate, from the teachers' perspective, the provision of chemistry teaching in regular classrooms with SNE students, during remote classes, at the Federal Institute of Education, Science and Technology of Paraíba (IFPB), located in Jaguaribe, João Pessoa-PB. To carry out the research, a qualitative approach was considered pertinent, using a semistructured questionnaire, which was applied to three of the institution's chemistry teachers. The study showed that although special educational assistance services were still offered to students who needed them, teachers did not have any guidance on students with SNE. Regarding the teaching of chemistry, the research showed that one of the higher difficulties mentioned was the specificity of the language and chemical terms, making it very difficult to translate Portuguese into LIBRAS, as has already been reported by several authors. Experiences during remote teaching demonstrated limitations in the formation of the teachers, especially with regard to students with SNE, given the absence of skills by the professionals in the face of the reality in question. On the other hand, remote teaching allowed the use of technologies, providing educators with new ways of teaching, learning, and reinventing themselves.