Formação continuada de professores da educação especial dos alunos com deficiência visual no município de Cariacica em tempo de pandemia da COVID-19 (2020-2021)

Abstract

We are still experiencing a period of great school difficulties due to the Covid-19 pandemic. The coronavirus caused a period of social isolation, generating challenges related to the inclusion of students with disabilities, and giving rise to new possibilities for education and resignifications with the use of technologies in the classroom. Therefore, this research has the general objective of understanding how the development of continuing education for special education teachers of students with visual impairments in the city of Cariacica was outlined during the Covid-19 pandemic in the years 2020-2021. The specific objectives are: 1) to know which strategies were proposed to ensure the development of this continuing education with an emphasis on visual impairment; 2) to know what challenges professionals faced during the process; 3) to understand continuing education based on historical-critical and historical-cultural theories. We take as a basis the theories of historical-cultural psychology of Lev Semionovitch Vygotsky and the historical-critical pedagogy of Dermeval Saviani. Regarding the epistemological and methodological perspective, this is a qualitative and exploratory research, and we used a brief history of Special Education, scientific productions on teacher training, and semi-structured interviews. The research subjects were teachers who work with visually impaired students in the municipal education network of Cariacica, in resource rooms, or collaborators who attended continuing education courses in the municipality in the years 2020-2021. The data production process for this research took place in 2022-2023, through technological means, such as: email, meetings via Google Meet, and WhatsApp. The results showed that, during the pandemic period of 2020-2021, there was an expansion of knowledge in the technological area due to the circumstances of the pandemic, however, not in the specific content of visual impairment related to the area of special education. What there was was knowledge focused on the basic approach regarding technology as a virtual means of education, such as: Google Meet for classes and Google Classroom for organizing content. This is a point to be developed through a policy that guides and ensures the deepening of the continuing education of special education teachers and, mainly, of special education in the visual impairment. In view of the results, we suggest that, based on the proposed theories, the pedagogical practices already developed should be recognized and valued, as well as monitoring the transformations in relation to technology. It is important to present continuing education to the special education teacher that anticipates the needs of the educator.