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Atividade docente, alimentação e sono de professores e de alunos com necessidades educativas especiais antes e durante a pandemia por COVID-19, no município de Santana no estado do Amapá, Brasil
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Abstract(s)
A presente pesquisa intitulada “Atividade docente, alimentação e sono de professores e de alunos com necessidades educativas especiais antes e durante a pandemia por COVID-19, no município de Santana no estado do Amapá, Brasil” tem como objetivo investigar a atividade e as estratégias que os professores utilizam com os seus alunos com necessidades educativas especiais e conhecer os hábitos de sono e alimentares destes professores e alunos, antes e durante a pandemia por COVID-19. Pois, com isso, pretende-se destacar a importância dessa tríade: atuação docente, alimentação e sono, além de suas influências na qualidade da aprendizagem dos alunos, principalmente, os alunos com necessidades educativas especiais.
Para tanto, o método utilizado na pesquisa foi um desenho de cariz quantitativo, onde coletouse os dados dos participantes por meio de um questionário com perguntas abertas e fechadas direcionados para os participantes da pesquisa que foram 50 (cinquenta) participantes, de 2 (duas) escolas, sendo na Creche Iraídina Pinheiro Sanches, que atende a modalidade de Educação Infantil e na Escola Estadual Osvaldina Ferreira da Silva que atende a modalidade do ensino fundamental II, ambas localizadas no Município de Santana no Estado do Amapá. Sendo assim, participaram da coleta de dados 20 (vinte) professores (ensino regular e especial) 15 (quinze) alunos do Ensino Médio e 15 (quinze) alunos da educação infantil representado pelos pais e/ ou responsáveis.
Os resultados mostraram com a pandemia do COVID-19 a rotina diária de professores e alunos mudou repentinamente, sobretudo, na transição sem preparação adequada do ensino presencial para o virtual. Com essas mudanças a atividade docente (ensino regular e especial) precisaram ser modificadas, pois devido ao isolamento social não era mais possível o atendimento nas escolas dos alunos com necessidades educativas especiais. Dentre as estratégias adotadas pelos professores elaboraram apostilados (atividades remotas), atividades adaptadas para que os alunos estudassem em casa e resolvessem as atividades, além disso, outra estratégia adotada pelos professores foi a criação de grupos de WhatsApp com os pais ou responsáveis dos alunos, visando orientar diante do auxílio aos filhos na resolução das atividades, com isso os hábitos de sono e alimentares antes e durante a pandemia do COVID19 dos professores e alunos foram modificados, pois a rotina diária desse público foi afetada pela pandemia.
The present research entitled “Teaching activity, food and sleep of teachers and students with special educational needs before a during the COVID-19 pandemic, in the municipality of Santana in the state of Amapá, Brazil” aims to investigate the activity and strategies that teachers use with their students with special educational needs and to know the sleeping and eating habits of these teachers and students, before and during the COVID-19 pandemic. With this, we intend to highlight the importance of this triad: teaching performance, food and sleep, in addition to its influences on the quality of student learning, especially students with special educational needs. Therefore, the method used in the research was a quantitative design, where data from the participants was collected through a questionnaire with open and closed questions directed to the research participants who were 50 (fifty) participants, of 2 ( two) schools, being in the Creche Iraídina Pinheiro Sanches, which serves the type of Early Childhood Education and in the Escola Estadual Osvaldina Ferreira da Silva, which serves the modality of elementary education II, both located in the Municipality of Santana in the State of Amapá. Thus, 20 (twenty) teachers (regular and special education) participated in the data collection, 15 (fifteen) high school students and 15 (fifteen) early childhood education students represented by their parents and/or guardians. The results showed that with the COVID-19 pandemic, the daily routine of teachers and students changed suddenly, especially in the transition without adequate preparation from face-to-face to virtual teaching. With these changes, the teaching activity (regular and special education) needed to be modified, because due to social isolation, it was no longer possible to attend schools for students with special educational needs. Among the strategies adopted by the teachers, they prepared handouts (remote activities), adapted activities for the students to study at home and solve the activities, in addition, another strategy adopted by the teachers was the creation of WhatsApp groups with the parents or guardians of the students, In order to guide the children in the resolution of activities, with this, the sleeping and eating habits of teachers and students before and during the COVID-19 pandemic were modified, as the daily routine of this public was affected by the pandemic.
The present research entitled “Teaching activity, food and sleep of teachers and students with special educational needs before a during the COVID-19 pandemic, in the municipality of Santana in the state of Amapá, Brazil” aims to investigate the activity and strategies that teachers use with their students with special educational needs and to know the sleeping and eating habits of these teachers and students, before and during the COVID-19 pandemic. With this, we intend to highlight the importance of this triad: teaching performance, food and sleep, in addition to its influences on the quality of student learning, especially students with special educational needs. Therefore, the method used in the research was a quantitative design, where data from the participants was collected through a questionnaire with open and closed questions directed to the research participants who were 50 (fifty) participants, of 2 ( two) schools, being in the Creche Iraídina Pinheiro Sanches, which serves the type of Early Childhood Education and in the Escola Estadual Osvaldina Ferreira da Silva, which serves the modality of elementary education II, both located in the Municipality of Santana in the State of Amapá. Thus, 20 (twenty) teachers (regular and special education) participated in the data collection, 15 (fifteen) high school students and 15 (fifteen) early childhood education students represented by their parents and/or guardians. The results showed that with the COVID-19 pandemic, the daily routine of teachers and students changed suddenly, especially in the transition without adequate preparation from face-to-face to virtual teaching. With these changes, the teaching activity (regular and special education) needed to be modified, because due to social isolation, it was no longer possible to attend schools for students with special educational needs. Among the strategies adopted by the teachers, they prepared handouts (remote activities), adapted activities for the students to study at home and solve the activities, in addition, another strategy adopted by the teachers was the creation of WhatsApp groups with the parents or guardians of the students, In order to guide the children in the resolution of activities, with this, the sleeping and eating habits of teachers and students before and during the COVID-19 pandemic were modified, as the daily routine of this public was affected by the pandemic.
Description
Keywords
COVID-19 Professor Ensino e aprendizagem Aluno com necessidades educativas especiais Teaching and learning Teacher Student with special educational needs