Relato de experiência sobre o Curso de Metodologias Ativas em tempos de pandemia da COVID-19 com uma discente com deficiência visual

Abstract

This article aims to make an Experience Report on the Active Methodology course from the perspective of School Inclusion, in which all participants were able to learn about Active Methodologies and also discuss the theme, in which this was essential for learning to the students. course participants. Thus, in this period of the covid-19 pandemic, in which Education classes (Basic and Higher) became remote, it was necessary to apply methodologies so that the student feels part of the process of knowledge construction and involved in the activities ( and asynchronous) and Active Methodologies is part of a strategy for Education professionals. In this context, the course was taught through the extension project Inclusion in Debate with the proposal to contribute to the internal and external community of the Universidade Federal Rural da Amazônia (UFRA) and had twenty participants, including a visually impaired student, in which for the production and execution of the course, all applications and slides were adapted and tested to be used during the class and to provide an equal environment for the whole class. Therefore, discussing and teaching Active Methodologies for use in the regular/remote classroom is essential and even after the Covid-19 pandemic it is important to use it within the teaching and learning of students, since through it the student participates since from the construction of knowledge to the results achieved through seminars, the invested classroom, blended learning, case studies and others. Social inclusion begins when all activities are offered without segregation of peers, but the inclusion of this public in the educational environment.