| dc.description.abstract | This research emerged from the need to understand how families with children with disabilities enrolled in a regular school in Elementary I could follow and understand their child’s learning process during the COVID-19 pandemic. Parents and children discussed the following question: What learning experiences emerged from the context of inclusive education in times of pandemic, from the perspective of families and their children, considering their potentialities and difficulties? The purpose of this study is to analyze, from the perspective of children and their families, which learning experiences were built in the context of inclusion in times of pandemic, considering the potentialities and difficulties of each individual. This analysis has a qualitative approach. As theoretical support, we resorted to renowned authors who discussed inclusion, education, and learning, such as Carvalho, Kassar, Lopes, Klein, Pacheco, Vygotsky, Lima, Macedo. For data collection, semi-structured interviews were conducted with twelve subjects, five children with disabilities and their parents (seven adults). Results show that families were strongly impacted by the change of routine imposed by the pandemic, and parents, children, and the school faced difficulties in the process of learning and inclusion. Even though the parents noticed the issues faced by their children when compared to classmates, they did not know how to help them. Meanwhile, the school is still in search of effective inclusive education. The parents' difficulties highlighted the importance of the family-school partnership since the interchange between what parents know about their children can only contribute to their learning process. Thus, this research presents as an intervention project space for listening to families with children with disabilities, improving the family/school relationship, enabling us to contribute to the learning of all students. Finally, this study aims to reflect upon the impact caused by the pandemic on the routine of the families and the school, demonstrating how this period was significant for us to review ourselves as an educational community regarding inclusive education. | en |
