Processo educativo em sala de aula comum de estudantes com síndrome de Down na pandemia da Covid-19: significações de professores, familiares e os próprios estudantes

Abstract

This research aimed to apprehend the meanings of the different stakeholders (teachers, families, and students) on the educational process of students with Down Syndrome (DS) conducted in the common room in schools in the city of Maceió/Brazil and Bucaramanga/Colombia, during the COVID-19 pandemic. As a specific objective, it was delimited: understand the mediations that permeate the educational process of students with DS in the common classroom. The research was theoretically and methodologically guided by Socio-Historical Psychology (PSH) based on Vigotski's productions on Defectology, and having as its basis the Historical-Dialectical Materialism (MHD). Two teachers participated in the research (one teacher from the common classroom and one from the AEE), a student with DS, and his mother, all from the city of Maceió. In addition, two teachers (regents of the common classroom), a student with DS, and the student's mother and father, are all from Bucaramanga city. For the production of data, we used the semi-structured interview and the Drawing-Story procedure, developed in its entirety in a virtual environment. For data analysis, we used the Nuclei of Meanings and the interpretation from the categories: Historicity, Mediation and Sense and Meaning. The data show the apprehension of the meanings marked in the particularities present both in the participating teachers from Brazil and Colombia, of material aspects in the common classroom with students with DS, in which the pandemic is configured as an element of mediation. Within these material aspects, there is a setback towards the paradigm of educational integration, with the presence of the hegemony of aspects of the traditional school, the lack of training of teachers who guide their intervention by the ability and the biological model of disability, as well as precarious working conditions for these professionals. On the data of the participating families, the meanings of the social and political determinants of the reproduction of a Special Education for students with disabilities are referred to, multiplying the discourse in families about the importance of a differentiated education. In addition, the importance of the role of the family in this educational process was evidenced and ratified, especially at the time of remote teaching triggered by the COVID-19 pandemic, evidencing the precariousness in the family-school communication channels, which does not allow progress in this material aspect of education. mediation necessary for the student and his/her development. Finally, the meanings produced by the participating students ratify what was found in the meanings of the other participants, as we learned that their educational process is based on the biologizing and naturalizing bias of disability, the student who is integrated into the common classroom, but without being that human being socially, culturally and historically mediated for inclusion. With this, it can be concluded that the pandemic has placed the student with Down Syndrome in an even more precarious and invisible condition of education.