Sobre a ação mediada: intervenções pedagógicas no ensino de ciências para surdos em sala bilíngue
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2016-08-19
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Universidade Federal de Goiás
Resumo
After considerable achievements, especially in legislation, which resulted in advances for
school inclusion, and consequently for the education of the deaf, the latter became the
object of study of many researchers. Still, there are gaps that remain poorly explored.
The research reported in this master thesis emerged from the experience of a science
teacher/LIBRAS Interpreter who felt the impact of the communication barrier, and the
languages inserted in science teaching -learning process for the deaf. This project aimed
to develop studies on mediated action (dialog establishment) in bilingual classroom of
Science in order to understand how the mediation conducted by a bilingual teacher
influences the assignment of meaning in Science education for deaf students. Taken into
account the specificity of the deaf students, we planned and developed pedagogical
interventions considering the socio -anthropological perspective of deafness. There were
invited to participate in the study, deaf students, who attended the 9 t h grade of
elementary school, at the School Centro Especial Elysio Campos (founded by the deaf
community), which has a partnership with the State Secretariat for Education of Goiânia
and maintained by the Association of Deaf People of Goiânia. At this stage of education,
students are introduced to the basic concepts of Chemistry, some of them, because are
essential to the understanding of Chemistry, were chosen to be taught during the
pedagogical interventions. Given the results presented and analyzed, we can affirm that
this mediated action, using multisensory resources, proved to be a possible tool for
science education of deaf students.
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OLIVEIRA, A. P. Sobre a ação mediada: intervenções pedagógicas no ensino de ciências para surdos em sala bilíngue. 2016. 109 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2016.