THE HEALTH CRISIS TO THE VIOLATION OF EDUCATIONAL RIGHTS: INCLUSIVE EDUCATION IN PANDEMIC TIMES

This article brings a qualitative exploratory research clipping performed with eight teachers of Early Childhood Education in order to analyze how teachers develop their practice together with the children of special education, during the physical distance due to the pandemic Covid-19. The information obtained via semi-structured interviews show that in teaching remote contact of teachers with families has happened through digital platforms and social networks, however, socioeconomic and internet access difficulties have had a negative impact on this communication. The teachers have not received devolution of activities and when they receive feedback, highlights the misunderstanding of families about the purpose and organization of the educational proposals of early childhood education which have play as a structuring axis. Regarding children target audience of special education, it is noted that the inclusive perspective of education structured in a way to guarantee the right of access and permanence for all is not being contemplated in remote education.