No abstract

The present work aims, from the current public policies for the implementation of remote education in a pandemic situation, to identify the possible difficulties of mothers of students with disabilities and/or learning difficulties, from the early years of the elementary school in the age group of 6 to 12 years old, to help their children with school activities. For this, the case study methodology was used, descriptive and exploratory, having the data obtained in a quantitative and qualitative way, through an electronic form available on the social networks Facebook and WhatsApp. From the results, it was possible to observe that there was a change in the daily routine of the families and there was a balance regarding the performance of activities between those who oscillated and those who are not responding well to the activities, and only a small percentage respond well to these remote activities. Even with the use of technology in support activities, some showed that they did not like the activities sent by the school, and mothers found it difficult to help their children with these tasks. Therefore, this study aims to reflect on the consequences of remote education

Este artigo aborda situações educacionais ocasionadas pela pandemia mundial do Coronavírus (covid-19). Percorremos dispositivos legais como a Constituição da República Federativa do Brasil, a Lei de Diretrizes e Bases da Educação e a Base Nacional Comum Curricular. Argumentamos sobre o uso das tecnologias digitais em rede como alternativa para continuidade do processo formativo no contexto da quarentena. Partimos de dois olhares de professoras e pesquisadoras e suas inserções: uma da mãe e as aulas do filho e outra da docente, junto aos seus discentes de uma instituição da rede pública. Diante das experiências e destas duas perspectivas explicitadas, reforçamos a importância de nos apropriarmos das vivências e perspectivas da cibercultura, visando a reinvenção educacional pós-pandemia