Young people with disabilities, school experiences and pandemic. A socio-anthropological analysis from everyday school life

Abstract

This article is derived from progress of ongoing doctoral research in which we propose to analyse school experiences of young people with disabilities attending a special comprehensive training school, from a relational socio-anthropological approach. Since the outbreak of the pandemic, school processes found new ways to unfold, as occurred with “remote education” during 2020. It is understood that the pandemic operated as an intensifying and accelerating aspect of pre-existing processes of social inequality, likewise, it printed singularities in various social processes. From exposing certain dimensions of everyday school life, this writing focuses on describing the conditions around the use of ICT’s and connectivity, where teachers and students were at this time. At the same time, aspects of the reconfiguration of teaching work are presented. This is understood in the intersection of the definitions taken from the school around realizing “remote education”. The empirical information is made up of the review of regulations and official decrees, statistical reports and field work carried out in the special comprehensive training school.