<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2526-6136</journal-id>
<journal-title><![CDATA[Educação Matemática Debate]]></journal-title>
<abbrev-journal-title><![CDATA[Ed. Mat. Deb.]]></abbrev-journal-title>
<issn>2526-6136</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Montes Claros]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-61362022000100103</article-id>
<article-id pub-id-type="doi">10.46551/emd.v6n12a04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação de professores da Educação Básica no contexto da pandemia da Covid-19: as vulnerabilidades da Educação Especial]]></article-title>
<article-title xml:lang="en"><![CDATA[Basic Education Teachers formation in the Covid-19 pandemic: the Special Education Vulnerabilities]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación de profesores de la Educación Básica en el contexto de la pandemia Covid-19: las vulnerabilidades de la Educación Especial]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Paulo Vinícius Pereira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Luciane Alves Rodrigues de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[Geraldo Eustáquio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria de Estado de Educação do Distrito Federal  ]]></institution>
<addr-line><![CDATA[Brasília ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Secretaria de Estado de Educação do Distrito Federal  ]]></institution>
<addr-line><![CDATA[Brasília ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>6</volume>
<numero>12</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-61362022000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-61362022000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-61362022000100103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A Covid-19 foi especificada como uma pandemia com grande poder de disseminação que agregou grandes obstáculos. No âmbito educacional, professores, gestores e a sociedade convivem com um verdadeiro impasse ocasionado pelo ensino remoto. Professores e estudantes foram desafiados a adentrar em um novo campo mediado por tecnologias necessitando de uma formação, sobretudo para os que atuam com a Educação Especial. Este trabalho visa analisar as concepções de professores que atuam no ensino remoto no que diz respeito ao seu trabalho com estudantes com Necessidades Educativas Específicas (NEE). Realizamos uma pesquisa por intermédio de um questionário com 174 professores de diferentes estados brasileiros a fim de compreender sua formação para atuar no contexto remoto com os estudantes da Educação Especial. Os resultados apontaram para a necessidade de formação dos professores que atuam com estudantes com Necessidades Educativas Específicas; repensar na formação continuada e que seja capaz de romper o olhar de incapacidade frente ao trabalho com estudantes com NEE, bem como repensar a educação inclusiva no contexto do ensino remoto de modo a incluir todos os estudantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Covid-19 was classified as a large power dissemination pandemic that created huge obstacles. On the Educational scope, teachers, principals, and the society live with a truly impasse caused by the remote teaching. Teacher and students were challenged to get into a new field mediated by technology, requiring a qualification, especially for those who work with Special Education. This article aims to analyze teachers who work with remote teaching conceptions according to their work with Special Educational Needs - SEN - students. We made a research based on a questionnaire with teachers from different Brazilian states to understand their qualification to work with remote teaching with the Special Education students. The results show a formation necessity for those who work with Special Educational Needs students, and also rethink the inclusive education in the remote teaching context in a way to include all the students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La Covid 19 fue especificada como una pandemia con gran poder de difusión que resultó en grandes obstáculos. En el ámbito educativo, profesores, gestores y la sociedad conviven con verdaderos desafíos ocasionados por la enseñanza remota. Docentes y estudiantes fueron desafiados a ingresar en un nuevo campus mediado por las tecnologías, al cual necesitaban de formación adicional, principalmente para los docentes que trabajan con la Educación Especial. De este modo, este artículo tiene como objetivo analizar las concepciones de los profesores que trabajan en la enseñanza remota con respeto a su actividad laboral con estudiantes con necesidades educativas diferenciadas y estudiantes con alguna discapacidad intelectual. Se realizó una investigación de metodología cuantitativa a partir de cuestionarios, que contó con la participación de 174 profesores de distintos Estados brasileños, con el propósito de comprehender su formación para trabajar en el contexto remoto con estudiantes de la Educación Especial. Los resultados apuntaron la necesidad de capacitación de los profesores que trabajan con estudiantes con necesidades educativas diferenciadas; repensar desde una formación continuada que pueda romper con la mirada de la no capacidad de estudiantes de la educación especial; y por último repensar la educación inclusiva en un contexto de aprendizaje remota con el fin de incluir todos los estudiantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Remoto]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Covid-19.]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Remote Teaching]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="en"><![CDATA[Covid-19.]]></kwd>
<kwd lng="es"><![CDATA[Formación de Profesores]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Remota]]></kwd>
<kwd lng="es"><![CDATA[Educación Inclusiva]]></kwd>
<kwd lng="es"><![CDATA[Covid-19.]]></kwd>
</kwd-group>
</article-meta>
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