O ensino remoto com alunos com transtorno do espectro autista em tempo de pandemia da Covid-19

Abstract

This research is based on the theoretical-methodological path of the historical-cultural theory of human development, according to the studies ofL.S.Vygotsky. It had the general objective of analyzing the conditions for the development of remote teaching for students on the autism spectrum disorder (ASD) in the context of COVID-19 pandemic. The students involved in this research were part of a special class in a public school in the municipal education system of Duque de Caxias, in Rio de Janeiro. The researcher acted as a class teacher and class researcher as a way of approaching the central problem of the study closely. There has been used: information registered in a field journal and in WhatsApp; an interview agenda carried out with family members about socioeconomic and health conditions; documents about the students’ academic life, which were useful for the elaboration of activities; and pedagogical activities developed in collaboration with the students’ families. The construction of data and analysis categories were guided by microgenetic analysis.The analyzes reveal the impact of the pandemic on health and socioeconomic conditions of those families. In addition to these changesin their living conditions, there have been changes in their routine and in their children’s, and in the already precarious social policies. Besides that, they did not have access to internet and the adequate technological equipment that would enable the development of activities. This research also highlights the lack of solid educational policies for the maintenance of school activities in remote teaching. Finally, it is emphasized the impossibility of analysis of the teaching-learning process, given thefragility of the conditions and structure for remote teaching with these students on the ASD.