School inclusion in pandemia: stereotypes and other barriers

Abstract

This study aims to analyze the schooling of people with disabilities during the pandemic, through five testimonies about how the school proposals are reaching them, as well as these proposals, or the lack of them, impact on their school learning. Data were collected through interviews using a messaging application. The framework that underlies the analysis is the critical theory of society, especially through the concept of stereotype. The analysis of the data shows that the main barrier of the students is not the disability, nor the degree of their commitment, and reinforces the idea that the presence of the students with disabilities makes it possible to raise the need to review their practices at school, which it can contribute to the learning of all students, but these students are often neglected, due to a posture that crystallized exclusionary practices, consolidating barbarism, through a society that does not value humanization processes. In this perspective, we can say, in addition to school inclusion brings us important elements to provide education for all, situations that arise in the context of the pandemic bring new elements to this debate.