Deficiência intelectual e educação física: o processo de escolarização durante o ensino remoto

Abstract

This study aimed to analyze the professional activity of a Physical Education teacher about the schooling process of students with intellectual disabilities during remote teaching due of the Covid-19 pandemic. As for the production of data, we used it as a qualitative research instrument, through a semi-structured interview with a teacher who works in the municipal school system. For this, we use the Google Meet platform. The results show that there was an evasion of students with Intellectual Disabilities having as one of the reasons the transition from on-site to remote teaching; the lack of interaction and face-to-face monitoring of students with teachers, among them. This caused a regression in abilities, not only of students with Intellectual Disabilities. We can also emphasize the importance of school support and its services available to students. We concluded that students with Intellectual Disabilities dropped out and that the more these students were away from school, the greater the regression of their abilities. The supports are necessary for these students to continue studying in the remote model, minimizing losses and increasing access and permanence. It is also necessary that to work together with classroom teachers the professionals specialized educational services, those responsible for students, the school's social service, among others.