Desafios e Estratégias para a Acessibilidade e Inclusão no CAp-UFRJ durante a Pandemia COVID-19

Abstract

The present research aimed to investigate how accessibility and inclusion were worked on at Colégio Aplicação da Universidade Federal do Rio de Janeiro (CAp-UFRJ) during the period of remote and hybrid learning due to the COVID-19 pandemic (2020 and 2021). ). The theoretical framework was based on authors who study special education, as well as school inclusion. The investigation had a qualitative character. Data were obtained from a remote interview with the team of the Center for Special and Inclusive Education (NEEI) of CAp-UFRJ. The interviews focused on the experiences and experiences in the pandemic period. From the perspective of the pandemic, studies point out that students who have some disability, were even more on the sidelines of teaching in certain situations, indicating the need to rethink existing pedagogical practices. It is necessary to think of an inclusive school with humanizing educational practices that effectively contribute to the formation of an autonomous subject, regardless of their limitations and conditions. As final considerations, it was observed that the CAp-UFRJ has provided the opportunity to experiment with pedagogical practices through Collaborative Teaching, PEI and DUA, in a very satisfactory way. It is considered that the set of actions adopted by the college has a lot of potential.