Educational activities at home under maternal tutoring: facilitating and hindering aspects

Abstract

This research analyzes the Educational Assistance at Home (AEC), through Maternal Tutoring (TM), did aimed at providing children with disabilities opportunity to play, during the period of social isolation imposed by the COVID-19 pandemic, when physical education lessons suspended. The playful activities were based on the trinomial affection-playfulness-autonomy and transmitted to the mothers on Explanatory Cards. Three dyads (mother-child) participated, two boys with Cerebral Palsy and a girl with Down Syndrome, aged 9, 10 and 12 years. The results, reported by mothers in a portfolio, were divided in: activities carried out and not carried out; the analysis used three conceptual categories: adaptation, adequacy and participation.  The conclusions indicated as facilitators of mediation: (a) the mother's level of professional training, (b) availability of quality time and (c) participation of other children; as difficulties: (a) maternal stress of assuming the responsibility to teach and (b) absence of the teacher to assist students. The AEC, through TM, brought the school closer to the family and increased the stimuli for the development of children with disabilities, therefore, it is not restricted to social isolation and must continue to be studied, as well as put into practice in a viable way in each reality Social.