A expressão da criatividade nas práticas pedagógicas para inclusão escolar durante o ensino remoto em uma escola pública de Caicó/RN

Abstract

In 2020, humankind was surprised by COVID-19 pandemic, that caused innumerable impacts in different dimensions. In education, one of the immediate consequences was the closing of school institutions and the remote teaching proposition. In this context, the school inclusion of students with special educational necessities became an even greater challenge. Therefore, this paper addresses the results of a research that had as objective the creativity and pedagogical practices in the distance learning context. The general goal was to analyze the expression of creativity in pedagogical practices aiming the school inclusion during the remote teaching, in the municipality of Caicó/RN. The specific objectives consist in: identify the pedagogical strategies adopted by a public-school in Caicó/RN county, in the context of distance learning to the inclusion of students who are target audience of special education; verify the alternatives used to guarantee students participation who integrates the target audience of special education in the remote learning; analyze creativity expression in the pedagogical work made during the pandemic, aiming the effective inclusion of all the pupils. Methodologically, the investigation characterizes as field research, whose investigated environment was a public school from the municipality of Caicó/RN. The participating subjects were two teachers who had registration of students with disabilities during the years of 2020 and 2021. Hence, it was used a semi-structured questionnaire and, after obtaining information, was made an analysis using the qualitative approach. As results, it was found that being creative doesn’t consist in create something unprecedented, but, mostly, utilize existing means to adapt them and, so, enable the student with special educational needs to understand the contents more easily. Thus, expression of creativity is a big aspect of great value in the inclusion process of public students of special education.