Academics with disabilities access to Remote Education: from policies to practices
DOI:
https://doi.org/10.14393/REPOD-v12n3a2023-68616Keywords:
Special Education, Psychology, Pandemic, Tertiary education, EducationAbstract
This paper aims to analyze how the context of the pandemic affected students with disabilities, accross different campuses of this Tertiary Education Institution. Initially, we have recovered the public policies and documents prepared on remote education on local, state and national levels. Data collection consisted of the stages of document analysis and field research with the responsible managers and academics with disabilities. For the analysis we adopted Cultural-Historical Psychology theoretical-methodological approach. It was concluded that few resources were produced to support people with disabilities during Remote Education, therefore the students had to develop skills and methods of study autonomously in order to overcome the adversities of the context.
Downloads
Metrics
References
APA. Diagnostic and Statistical Manual of Mental Disorders: DSM-5. 5. ed. Porto Alegre: Artmed, 2014.
ARRUDA, E. P. Educação Remota Emergencial: elementos para políticas públicas na educação brasileira em tempos de Covid-19. EmRede - Revista de Educação a Distância, v. 7, n. 1, p. 257–275, 2020. Disponível em: https://www.aunirede.org.br/revista/index.php/emrede/article/view/621. Acesso em: 25 out. 2022. DOI: https://doi.org/10.53628/emrede.v7.1.621.
BRASIL. National Policy for Special Education in the Perspective of Inclusive Education. 2008. Available in: http://portal.mec.gov.br/arquivos/pdf/politicaeducespecial.pdf. Access in: 11 nov. 2022.
BRASIL. Law No. 13.146, of July 6, 2015. Institutes the Brazilian Inclusion Law (Person with Disabilities Statute). Brasília: DF: Presidência da República, [2015]. Available in: http://www.planalto.gov.br/ccivil_03/_ato2015-2018/2015/lei/l13146.htm. Access in: 25 oct. 2022.
DIAS, S. de S.; OLIVEIRA, M. C. S. L. de. Intellectual disability according to the cultural-historical approach: a path to adult development. Revista Brasileira de Educação Especial, v. 19, n. 2, p. 169–182, 2013. Available in: https://www.scielo.br/j/rbee/a/HQwb73v6jhsrVZdwJfhXvhc/?lang=pt. Access in: 15 sep. 2022. DOI: https://doi.org/10.1590/s1413-65382013000200003.
FREIRE, A. P.; PAIVA, D. M. B.; FORTES, R. P. de M. Digital Accessibility During the COVID-19 Pandemic – An investigation about Brazilian Tertiary Public Education Institutions. Revista Brasileira de Informática na Educação, v. 28, p. 956–984, 2020. Available in: http://ojs.sector3.com.br/index.php/rbie/article/view/v28p956. Access in: 25 oct. 2022. DOI: https://doi.org/10.5753/rbie.2020.28.0.956.
IBGE. Social Indicators Synthesis: an analysis of life conditions of Brazilian population. Coordenação de População e Indicadores Sociais, v. 43, p. 148. Rio de Janeiro: IBGE, 2020. Available in: https://biblioteca.ibge.gov.br/visualizacao/livros/liv101760.pdf. Access in: 15 sep. 2022.
IBGE. Income from All Sources 2020. PNAD Contínua. 2021. Available in: https://biblioteca.ibge.gov.br/visualizacao/livros/liv101880_informativo.pdf. Access in: 15 sep. 2022.
MAGALHÃES, T. F. de A. The Schooling of Student with Disabilities in Pandemic Times of COVID-19: weaving some possibilities. Revista Interinstitucional Artes de Educar, v. 6 (Edição Especial I), p. 205–221, 2020. Available in: https://www.e-publicacoes.uerj.br/index.php/riae/article/view/53647. Access in: 25 oct. 2022. DOI: https://doi.org/10.12957/riae.2020.53647.
OLIVEIRA, M. S.; SILVA, M. do C. L. da. The Deepenning of Ableism in the Context of Pandemic: old facets of the capital. RTPS - Revista Trabalho, Política E Sociedade, v. 6, n. 10, p. 259–272, 2021. Available in: http://costalima.ufrrj.br/index.php/RTPS/article/download/813/1023/. Access in: 25 out. 2022. DOI: https://doi.org/10.29404/rtps-v6i10.813.
WHO. International Classification of Functioning, Disability and Health. 2004. Available in: https://catalogo.inr.pt/documents/11257/0/CIF+2004. Access in: 15 sep. 2022.
WHO. International Statistical Classification of Diseases and Related Health Problems (ICD- 11). 2022. Available in: https://icd.who.int/browse11/l-m/en. Access in: 15 sep. 2022.
POTT, E. T. B. Contributions of School Psychology to higher education in a pandemic context: the role of building collectives. Brazilian Journal of Development, v. 6, n. 7, p. 49707–49719, 2020. Available in: https://ojs.brazilianjournals.com.br/ojs/index.php/BRJD/article/view/13685/11457.
Access in: 11 nov. 2022. DOI: https://doi.org/10.34117/bjdv6n7-571.
SOUZA, F. F. de; DAINEZ, D. Special and Inclusive Education in times of pandemic: the place of school and the conditions of remote emergency education. Praxis Educativa, v. 15, 2020. Available in: https://revistas.uepg.br/index.php/praxiseducativa/article/view/16303. Access in: 11 nov. 2022. DOI: https://doi.org/10.5212/praxeduc.v.15.16303.093.
UNESCO. Global education monitoring report summary, 2020: Inclusion and education: all means all. 2020. Available in: https://unesdoc.unesco.org/ark:/48223/pf0000373721_por. Access in: 25 oct. 2022.
UNICENTRO. Resolution No. 45 CEPE/UNICENTRO. 2011. Available in: https://sgu.unicentro.br/pcatooficiais/imprimir/A69CC96A. Access in: 11 nov. 2022.
UNICENTRO. Normative Instruction No. 1 - PROEN/UNICENTRO. 2020. Available in: https://sgu.unicentro.br/pcatooficiais/imprimir/FF62E51E. Access in: 11 nov. 2022.
UNICENTRO. Accessibility Guidelines for Deaf Students and Professors at Unicentro during Social Isolation. 2020.
UNICENTRO. Circular Memorandum No. 06/2021-PROEN. 2021.
VYGOTSKY, L. S. Obras Escogidas Tomo III. Madri: Visor, 2000.
VYGOTSKY, L. S. Learning and Mental Development at School Age. In: VIGOTSKI, L. S.; LURIA, A. R.; LEONTIEV, A. N. Language, development and learning. São Paulo: Ícone, 2010.
VYGOTSKY, L. S. Seven classes of L.S. Vigotski about Pedology fundaments (Prestes, Z.; Tunes, E., Eds.). Rio de Janeiro: E-papers, 2018.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Revista Educação e Políticas em Debate
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
