Reflexão sobre os Desafios da Educação Especial no Período da Pandemia do COVID-19

Abstract

It is undeniable that COVID-19 was a major negative milestone for postmodern society, as it claimed many lives worldwide. Based on this premise, this work highlights the problems it caused in Brazilian Education, which had to modify its processes to adapt to the new normal. This research addresses the target audience of Special Education, which was directly affected by the social system and the virus, since its immediate practices for teaching did not contemplate them, arousing curiosity about how the inclusion processes took place, since the practice of inclusion of People with Disabilities has been part of the social agenda since the 1990s, when laws emerged at the Brazilian level guaranteeing the right to education. This work aims to promote reflection on Special Education during the pandemic years under the title "REFLECTION ON THE CHALLENGES OF SPECIAL EDUCATION DURING THE COVID-19 PANDEMIC PERIOD". Its general objective is: To historicize Specialized School Support for the development of inclusive education in the context of regular schools. And, as specific objectives: 1- To report the consequences of the pandemic for inclusive educational practice and specialized school support; 2- To map the practices of Specialized School Support in Special Education for the development of inclusive education in post-pandemic times. Methodologically, it is structured using a qualitative approach, guided by the Marxist dialectical school of thought, based on bibliographic research, with its results analyzed using Content Analysis. This text is divided into sections. In section 1, we present the title: Specialized School Support and its Specificities; in section 2, The COVID-19 Pandemic and its Consequences in Alagoas Society, which narrates how the pandemic unfolded in the state of Alagoas; and finally, in section 3, we present the analysis and discussion of the results under the title: How Specialized School Support was provided during the pandemic until the present day. Its results demonstrate a dilapidated education system, unprepared to face adverse situations, because in its problem-solving practices it prefers to use palliative measures rather than actions that truly solve the problems, exacerbating the already collapsing state of a service.