School In/exclusion Policies in the Context of the Covid-19 Pandemic

Abstract

On a global scale, the new coronavirus pandemic (Covid-19) brought significant changes in the social, political, economic and educational scenario. Therefore, in the educational field, school units in different countries had to close their doors to ensure social isolation as a measure to curb the spread of the virus. Thus, educational institutions adopted remote classes as a strategy to reduce the impacts caused by the pandemic. Consequently, this change had repercussions on the dynamics of teaching work and on teaching-learning processes and, in this regard, groups of vulnerable students, such as the cases of students with disabilities, were threatened with the guarantee of the right to school education, since these changes accentuated socio-educational inequalities. Given this problematization, this study aims to reflect on the demand for public policies for the provision of special education based on the challenges triggered by the context of the Covid-19 pandemic. For this purpose, we carried out a descriptive documental and bibliographical research based on the confrontation of data on the historical panorama of public educational policies aimed at people with disabilities in Brazil and the regulations for educational provision in the context of the pandemic. It is noted that the demand for the regulation of educational policies that provide the effectiveness of inclusive education, especially in emergency situations such as the Covid-19 pandemic.