“CADÊ O LINK, PROFESSORA?” DESAFIOS DO ENSINO REMOTO EMERGENCIAL PARA ESTUDANTES COM DEFICIÊNCIA NO CONTEXTO DA ESCOLA PÚBLICA

Abstract

My general objective in this research is to understand how emergency remote teaching happened for students with disabilities, based on the intertwining between teachers, students, teaching materials, and technologies in an analytical posture that goes beyond the human-non-human dichotomy in the pedagogical construction of this teaching model that was designed in the Covid-19 pandemic, considering the context of a state public school in Guanambi/BA. In this scenario, I also try to understand how students and teachers reacted and adapted to this school model, based on their narratives, perceptions, and singularities. Especially with regard to students with disabilities, to identify the variables that hampered or facilitated the accessibility to remote teaching and the teaching-learning objects of the didactic material "Learning Support Notebooks" in the area of Languages, from the perspective of inclusive education and of the pedagogy of multiliteracies, in the researched context. I opted for the ontoepistemologies approach of post-qualitative research (LATHER and PIERRE, 2013; PIERE, 2017; ULMER, 2017), because in addition to expanding the vision to other post-humanist epistemologies, it is an open and flexible way of knowing that feeds on the intertwining of associations between all human and non-human social actors (LATOUR, 2012) that make the research happen and understand that these individuals do not produce themselves alone, separated from things and the environment, but in intra-actions with a world in constant displacements. In this sense, I question how sociomateriality and the agency of digital technologies become visible and how they influence and affect pedagogical practices and the daily lives of social actors who forge the school, and what are the consequences of such materiality in the emergency remote teaching scenario. For this, I use cartography as a method that helps to understand (albeit partially) the complexity of the object of this research. I emphasize that this is research still under construction. Thus, the understandings brought in this text do not yet constitute an in-depth analysis of the data, since other data are emerging in the course of the research.