Abstract
This article analyzes the process of implementing remote schooling, aiming to guarantee specialized educational services for students of the target audience of special education during the covid-19 pandemic. It was organized based on the experiences of two teachers, from two cities of the same region. It is a documentary study, as it uses Municipal Education Department records. With the implementation of remote schooling, some questions arose, such as: Why do classes need to return to normality? What are the concrete working conditions offered to special education teachers for remote schooling? How did cities organize themselves to guarantee the right to education of the target audience of special education? Are these conditions supporting inclusive work in the context of a pandemic? The production and data analysis showed the possibilities and limitations of implementing special education from the perspective of inclusive education, as directed by the current national policy. It was concluded that the cities’ special education proposal does not directly correspond to the inclusive proposal of the guidelines prior to the pandemic. If the proposal was committed to the establishment educational bonds, they achieved their goals, but if it is committed to the learning and development of these subjects, the goals were not achieved.
Special education; Pandemic; Remote schooling; School inclusion