Práticas de aprendizagem integradoras e inclusivas no ambiente educacional virtural: desafios e possibilidades para os estudantes com deficiência no período pandêmico

Abstract

Education has undergone a significant transformation in recent years, driven largely by advances in digital technology and the emerging need to adapt to new teaching formats. The COVID-19 pandemic dramatically accelerated this process, forcing the immediate adoption of remote learning and highlighting the potential and challenges inherent in virtual education, bringing to the forefront concerns about teacher training, the virtual environment, pedagogical strategies, and students with disabilities, particularly regarding inclusive practices. Therefore, this study aims to analyze Integrative and Inclusive Learning Practices (IIPs) in the virtual educational environment during the pandemic period, exploring the challenges and possibilities for students with disabilities, through the participation of teachers from a public elementary school in the city of Maceió. The methodological procedures were based on a qualitative approach with a case study design, using the Content Analysis technique. The analysis allowed the organization of the results into three categories: Organic Dimension of Disability in Human Development, encompassing teachers' conceptions of disability and inclusion; Teachers' Meanings, addressing student engagement and teacher training; and Pedagogical Practices and Strategies, involving the use of technological and printed activities. The categories were analyzed in light of the principles and values of the PAII (Pedagogical Practices for Students with Disabilities), showing that, although the pandemic intensified challenges related to access to technologies, teacher training, and accessibility, it also spurred the construction of more flexible, collaborative, and sensitive pedagogical practices to the needs of students with disabilities. It is concluded that the PAII constitute a perspective capable of strengthening inclusive education in virtual, hybrid, and face-to-face environments, by promoting practices based on the appreciation of diversity, participation, and the integral development of students.