A dimensão subjetiva da inclusão na educação superior: um estudo das significações produzidas por docentes durante a pandemia da COVID-19

Abstract

In this research, our general objective was to analyze the subjective dimension of the reality of teachers regarding the inclusion of university students with disabilities during remote teaching implemented as a result of the COVID-19 pandemic and as specific objectives a) to explain the reality of teachers during remote teaching implementing as a result of the COVID-19 pandemic; b) understand the meanings that constitute the pedagogical practice/work of teachers in times of remote teaching; and c) understand the needs and challenges faced by teachers in the pandemic during remote teaching. The dissertation is theoretically and methodologically based on Vygotsky's Socio-Historical Psychology. To achieve the proposed objectives, this research was developed with 22 professors from a Public Higher Education institution. The production of information took place through two instruments, the questionnaire applied online and the semi-structured interview, which is a rich instrument for producing information regarding the movements constitutive of the teachers' meanings. To analyze the data, we initially triangulated the data and constructed the Content Analysis and to analyze the interviews we used the Meaning Nuclei procedure. The results highlight the challenges faced by teachers in experiencing remote teaching, in relation to the precariousness of teaching work, with extensive and double workloads, excessive use of learning platforms, adequate training for the use of technologies, preparation of classes in addition to classes exclusions and the inclusion of university students with disabilities. Thus, several specific difficulties arise, such as: methodology and appropriate tool; lack of resources for the student; concentration in classes due to the unsafe and unstable context of the pandemic; the assessment of insufficient and ineffective learning; the lack of institutional support, particularly from the Accessibility Center, not counting on the presence of a scholarship holder to help the students in carrying out some activities; not having been informed in advance about the presence of students with disabilities in their classes, to try to better adapt planning to this reality, we highlight that the pandemic and remote teaching brought the teachers in this research a reflection on practice, and it is through reflection of its action that will build new ways of doing things and facing the challenges faced by pedagogical practices in an inclusive conception. Finally, we reiterate that the meanings in the teachers' statements reveal a need for investments in teaching in their training for professional practice in view of the diversity and plurality of university students.