THE TEACHING IN COVID-19 PANDEMIC:

setback in the inclusive process of university students with visual impairment

Abstract

This article aims to explain the subjective dimension of remote teaching regarding the in/exclusion of university students with visual impairments in a federal university in northeastern Brazil. With theoretical-methodological foundation in Socio-Historical Psychology, more specifically Vygotsky's production, which is based on Dialectical Historical Materialism. Six university students with visual impairments from different undergraduate courses participated in the research. For data production, we used the semi-structured interview, recorded in audio and video in a virtual way. For data analysis, we used the procedure of meaning cores. In the results, the data pointed out aspects such as: the digital exclusion that implies several situations, one of them is the lack of accessibility in virtual environments. It was also pointed out the lack of accessibility in academic activities, especially in classes, environments. It was also pointed out the lack of accessibility in academic activities, especially in classes, which implies in teaching practice, and the lack of pedagogical support from the institution. Thus, it was possible to consider that remote teaching expanded situations of exclusion of university students with visual impairments, potentiated by meritocracy, ableism and by the increase in social inequalities resulting from the economic and health crisis that the country is facing that reverberate in the academic process of these students. And finally, the context and exclusionary situations experienced by these university students in remote teaching generated the precariousness of decent work, low quality of teaching and learning and setback in the process of educational inclusion. Thus, we consider that the future will be a path of many challenges, uncertainties, confrontations and resistances.