Resumo

BUENO, MELINA BRANDT; LEITE, GRACILIANA GARCIA; VILARONGA, ARLA ARIELA RIOS  e  MENDES, ENICÉIA GONÇALVES. REMOTE TEACHING FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS AT FEDERAL INSTITUTES. Educ. rev. [online]. 2022, vol.38, e33814.  Epub 03-Maio-2022. ISSN 1982-6621.  https://doi.org/10.1590/0102-469833814.

Due to the Covid-19 pandemic and the required social distance measures, face-to-face classes were suspended in early 2020. Considering this scenario, the purpose of this study was to analyze the practices of educational planning for students with Special Education Needs (SEN) at the Federal Institutes of Education, Science, and Technology (Institutos Federais de Educação, Ciência e Tecnologia - IFs). The exploratory and descriptive approach used in this study, which is in the format of survey research, was carried out with the participation of 156 professors from different campuses of the FIs. Data collection was performed via a questionnaire. The data obtained were systematized, organized, and analyzed both quantitatively and qualitatively into thematic categories, following the instrument variables. The results showed that teachers sought different alternatives in remote education, such as: collaborative planning; adoption of different procedures in specific planning; prediction of changes in pedagogical practices; use of didactic material and adapted assessments, etc. The adopted technologies and the virtual environment were considered in both positive and challenging aspects. It is concluded that the demand to meet the educational needs of these students in remote education requires the redesign of pedagogical processes, with different actions, which will vary depending on each institute. However, there was a lack of guidelines to develop the individualized teaching plan, as well as greater articulation collaboration with special education teachers, which can impact the quality of teaching and learning of students with SEN. It is suggested that further research should be carried out, seeking to further deepen and evaluate the remote teaching experiences during the pandemic.

Palavras-chave : school inclusion; covid-19; educational planning; curriculum accessibility; professional education.

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