Ensino de Física para surdos : três estudos de casos da implementação de uma ferramenta didática para o ensino de cinemática

• Ano de defesa: 2012
• Autor(a) principal: Botan, Everton
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Física (IF); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Ensino de Ciências Naturais
• Palavras-chave em Português: Ensino de física; Ensino de cinemática; Educação inclusiva; Surdez; Língua brasileira de sinais; CNPQ::CIENCIAS EXATAS E DA TERRA; Physics teaching; Teaching kinematics; Inclusive education; Deafness; Brazilian sign language
• Link de acesso: http://ri.ufmt.br/handle/1/1871

Having an inclusive education on the agenda of socio-political discussions is an inherent condition to a more equalitarian, fair and democratic society; starting from the assumption that scientific knowledge plays an important role in the empowerment of people, in this work we discuss the inclusion of deaf students from the perspective of Physics Teaching. Through a case study, we sought to investigate if the teaching tool, built with features to be potentially meaningful, contributed to the learning of physics and to the effective inclusion of deaf students. In this process we developed and implemented a didactic material for teaching topics of Kinematics with a group of three deaf students at a public school in the city of Sinop/MT, based on the theories of Meaningful Learning and Critical Learning, as well as the principles of Inclusive Education and Education of the Deaf in a Bilingual perspective. We also investigated and sought to infer the inclusion of deaf students at the school. From the results we found that the inclusion of deaf people didn’t meet minimum conditions regarding cultural and linguistic differences. Students also demonstrated an enormous linguistic deficiency in the written form of the Portuguese language. From the implementation of teaching material we verified some evidences of learning the concept of speed; however, we could infer little about learning the concept of acceleration. In this sense, we recommend that these difficulties are faced on two fronts: in the school ambient, focusing in the interaction and adaptation of the hearing community with the deaf students, and looking for effective alphabetization that could lead to mastery of the Portuguese language in specific teaching situations for the deaf.