Contribuições semióticas acerca do uso de imagens no ensino de ciências para surdos

Abstract

In general, few researches on the teaching of natural sciences are found related to the education of the Deaf. In teaching these sciences, symbols, signs, and icons are used to explain scientific situations based on concepts. With that comes the need for the development of pedagogical practices different from the common, focusing on meeting the particularities of learning of the Deaf student. This investigation was carried out in a specialized public institution in the city of Goiânia - GO, the Centro Especial Elysio Campos, affiliated to the state network and maintained by the Associação dos Surdos de Goiânia, with the target audience of 2nd grade high school students. The methodological course consisted of Le Boterf's 'Participant Research' (1980) whose main characteristic is the active participation of the population studied in the search for ways to minimize their problems. In this way, meetings were held with the institution's science teachers to identify the research problem: the difficulty of teaching science to Deaf students due to the specificities of sign languages within the scope of the areas of expertise. Consequently, the question arises: what would be the obstacles presented by the teaching of natural sciences for the learning of Deaf students in Basic Education? In this sense, this investigation aims to discuss the potential of imagery in the learning of Deaf people. Our data indicate that the use of imagery linked to teaching is essential, as well as the use of an evaluation method that provides feedback, generate a better learning of the school contents developed. In this scenario, it is necessary to search for improvements in science teaching for the Deaf with research, insertion of new pedagogical elements and teacher training.