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The outbreak of COVID-19 has globally affected many countries and territories. Among COVID-19 influences, the education sector is really becoming an area of public concern. According to UNESCO report, due to COVID-19 more than 1 billion students were affected by school closures in 106 countries. Among that large number of students, students with disabilities need to be given specific attention as they tend to have fewer educational opportunities outside school because of various barriers. Take China as an example, the current study considers there are four challenges that inclusive education for students with disabilities are facing during the pandemic: education policy design lacks a disability perspective; technology offered is not accessible; mainstream schools overlook the responsibility for educating students with disabilities, and parents of students with disabilities are unprepared for distance and home-schooling. The experiences of some related stakeholders being affected by COVID-19 are shared in the article. Additionally, we offer some recommendations to improve the inclusive education provision for students with disabilities during the COVID-19 period, as well as in the future.

Improvising involves participants adopting attitudes and dispositions that make them welcoming towards what happens, even when it is unforeseen. How is the discourse on improvisation and a disposition to improvise in the community connected to the concept of inquiry? What type of reasoning can be developed? This paper aims to reflect on two different perspectives. On the one hand, we consider the feasibility of improvising inquiry in the community, promoting inquiry as an activity that can be developed extemporaneously when teacher and students form a community with an “improvising” habitus. On the other hand, we underscore the intrinsic improvisational dimension of inquiry that takes shape in philosophical dialogue in the community. To develop these two educational and formative perspectives, participants students and particularly teachers must first acquire a “readiness” for improvisation which is a sort of complex attitude. Some results of previous research on improvisation are presented to explain and emphasize the features of this complex disposition. Teachers who improvise suddenly open a window on events happening in the community, serving as an example for the class which is invited to do the same. Teachers thus become improviser-facilitators within the community, embracing the feature of a new jazz-pedagogy at the same time.

This paper is based on the content of a talk held at the ICPIC Conference in Madrid, titled "Improvising as a way of inquiring and inventing" in which a jazz metaphor for education and philosophy is introduced. The arguments proposed are also adapted to respond to some critical issues put forward by Gert Biesta in his paper about philosophical work with children and the related experience in schools through philosophy for/with children programs (BIESTA 2017b). My contribution to the discussion deals with two main foci. The first one is theoretical, and considers improvisation as expression of human cognitive constructivism and a form of adaptive/exaptive human agency in the environment. Improvisation is interpreted as a privileged form of "complex thinking," in which the three components identified by Lipman--critical, creative and caring thinking--are integrated and mutually implemented. The second focus is pragmatic and proposes eight "jazz" features that embody education in the dimension of improvisation, opening teaching to the authentic experience of changing implied in growing/aging, and in which the stability of identities is always at risk. A jazzing way for doing with children is proposed as an antidote to the risk of learnification of education and capitalization of human skills--to which, according to Biesta, philosophy for/with children seems to be exposed in its school application--while proposing a jazz framework for a new "poor pedagogy." keywords: improvisation, complex thinking, jazz jazzeando filosofia com crianças: um caminho improvisacional para uma nova pedagogia resumo Este artigo é baseado no conteúdo de uma apresentação que ocorreu no Congresso do ICPIC em Madri, intitulada "O improviso como meio de questionar e inventar", na qual uma metáfora do jazz é introduzida para a educação e a filosofia. Os argumentos propostos são também adaptados para responder a alguns aspectos críticos levantados por Gert Biesta na sua plaestra sobre o trabalho filosófico com crianças, assim como a experiência relacionada nas escolas através dos programas envolvendo filosofia com e para crianças (BIESTA 2017b). Minha contribuição à discussão trata de dois pontos principais. O primeiro é teórico e diz respeito à improvisação como expressão do construtivismo cognitivo humano e uma forma de agência humana adaptativa/exaptativa no ambiente. A improvisação é interpretada como uma forma privilegiada de "pensamento complexo", no qual os três componentes identificados por Lipmanpensamento crítico, criativo e cuidador -estão integrados e mutuamente implementados. O segundo foco é pragmático e propõe oito características do jazz que incorporam à educação as dimensões da improvisação, abrindo o ensino à experiência autêntica de mudança implicada em crescer/envelhecer, e na qual a estabilidade das identidades está constantemente em risco. Um modo "jazzing" de lidar com as crianças é proposto como 1