This dissertation aimed to understand the pedagogical practices organized by teachers of
specialized educational care (AEE) for students with disabilities in municipal schools in
Castanhal - Pará during emergency classes during the Covid-19 pandemic in 2020 and 2021.
The methodological foundations adopted follow a qualitative approach based on field research.
The survey and collection of information took place from November to December 2022, under
the netnography technique, through interviews and questionnaires applied to nine AEE teachers
from three different municipal schools in the Castanhal - Pará education network in the 2020
and 2021 school years. The results found, analyzed from the perspective of content analysis,
show that during the emergency classes during the Covid-19 pandemic, ESL teachers
encountered many obstacles to offering accessible and quality teaching to students with
disabilities. The lack of access to appropriate technology and quality internet was one of the
main obstacles faced by both the ESA teachers and the teachers of ordinary classes and other
professionals. On the other hand, many students with disabilities also lacked the necessary
resources to follow remote classes, which further exacerbated educational inequalities. The
study also showed that, even in the face of parents' fragility and lack of pedagogical knowledge,
their active and continuous participation was a crucial component and strengthened the support
network during emergency classes. As a result, the study highlighted the importance of
collaboration between regular classroom teachers, ESA teachers, other special education
professionals and parents to meet the needs of students with disabilities during emergency
classes in 2020 and 2021. Finally, the challenges faced by ESA teachers during remote teaching
highlight the need for continued investment in professional training, technological
infrastructure and the development of public policies that promote digital and educational
inclusion.
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