Estudos sobre a configuração da sala de aula no ensino de ciências para surdos
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2018-03-27
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Universidade Federal de Goiás
Resumo
The process of school inclusion still needs to be widely discussed. What is
observed is the lack of coherence in the way it has been implemented in schools.
From this perspective, one notices the need for more attention to the deaf
individual, one of its components. This research investigated the construction and
dynamization of the concept of "Matter/material, Substance and Mixtures" in the
science education for deaf students of the Elementary School of an inclusive
school of the deaf community. Thinking about the education of deaf students has
proved to be a complex task, especially when dealing with specific contents, such
as science/ chemistry, which depend on a range of concepts that interact
synergistically. The purpose of this thesis was to propose a specific configuration
of the classroom for the teaching of Sciences for deaf students, through the joint
work of a chemistry teacher and an interpreter, both science teachers. In this work,
we set ourselves the challenge of planning and developing pedagogical
interventions (IP’s) with adapted instructional materials, favoring the functional
reference of vision with the objective of teaching some chemical concepts. The
IP’s were developed at the Elysio Campos Special Center, an inclusive school
maintained by the Deaf Association of Goiânia-GO, in a 9th grade class, where all
students were deaf. Our results allow us to observe that students have access to
scientific knowledge and thus produced the counter-word using written discourse.
The IP’s represented an alternative in the teaching of chemistry for deaf people:
they privileged the visual, olfactory and tactile approach of the activities developed
in the IP’s.
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MENDONÇA, N. C. S. Estudos sobre a configuração da sala de aula no ensino de ciências para surdos. 2018. 169 f. Tese (Doutorado em Química) - Universidade Federal de Goiás, Goiânia, 2018.