SPECIAL EDUCATION DURING THE PANDEMIC: FROM EMPATHIC LISTENING TO RESIGNIFYING PRACTICES THROUGH TEACHERS’ LENSES

Authors

  • Jaine da Rosa Santos
  • Mariana Vianna Potricht

DOI:

https://doi.org/10.29327/216984.16.1-26

Keywords:

Covid-19, Special Education, Inclusion, Teacher Malaise

Abstract

The pandemic caused by SARS-CoV-2 led to several adaptations, and in the school context, it was no different. In an educational institution for people with disabilities, a demand arising from social isolation and work in the Home Office model, the psychic suffering of teachers, in addition to the need to carry out integration and identification of group identity. The present article is an experience report of intervention with professors by the psychology sector, based on the operative groups.

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Published

2021-12-23

How to Cite

da Rosa Santos, J., & Vianna Potricht, M. (2021). SPECIAL EDUCATION DURING THE PANDEMIC: FROM EMPATHIC LISTENING TO RESIGNIFYING PRACTICES THROUGH TEACHERS’ LENSES. Apae Ciência, 16(2), 285–294. https://doi.org/10.29327/216984.16.1-26

Issue

Vol. 16 No. 2 (2021): COVID-19 E SEU IMPACTO SOBRE AS PESSOAS EM SITUAÇÃO DE DEFICIÊNCIA

Section

Relatos de Prática

License

Copyright (c) 2022 Apae Ciência

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