Educação em ciências naturais para surdos : uma análise de experiências pedagógicas

• Ano de defesa: 2017
• Autor(a) principal: Destro, Ana Paula Medeiros
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação de surdos; Ciências naturais; Extensão universitária; Experiências pedagógicas; Práticas pedagógicas; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Education for the deaf people; Natural sciences; University extension projects; Pedagogical experiences; Pedagogical practices
• Link de acesso: http://ri.ufmt.br/handle/1/2033

The education of the deaf people over the years has been undergoing significant changes in the school context, as a result of the struggles of people who militate in this field. Such struggles have implications for creating laws that enforce the rights of the deaf people as citizens, which includes the right of access to school. The present study inserts this subject on the agenda considering mainly the Natural Sciences disciplines. This work aimed at analyzing a teacher’s pedagogical experiences in order to identify challenges, positions, and potentialities in teaching Natural Sciences disciplines for the deaf people. The research was characterized as a case study with a qualitative approach. The methodological approach includes analysis of documents and data extracted from interviews with a teacher who has experienced this kind of education. The field of study was a state school of deaf education which has integrated the New Talent Project/UFMT/CAPES. The analyses were guided by the purpose of addressing the following research questions: From the teacher's perspective, what were the challenges faced in Natural Science education for the deaf people? What positions have been taken to cope with the challenges? What opportunities were observed in Natural Science education for the deaf people? The theoretical reference was based on authors who are in the field of cultural studies and/or deaf people studies. The results indicate that the main challenges expressed by the teacher were: Fragilities in initial and continuous training for the teachers in the education of the deaf students; Little attention paid by the public authorities to the processes of selection and preparation of teachers in this field; Difficulties in communication between the deaf people and the hearing people; Lack of interpreter to assist the classes; Lack of signs in the Brazilian Cities Sign Language (LSCB) for Natural Sciences terms and concepts. Once faced with these challenges, the teacher assumed positions such as self-training, valuing the use of information and communication technologies, and valuing visual language. The developed activities were related to the use of images, collages, collection and manipulation of materials, construction of models, videos, experiments, field classes, photography, valuing of students as protagonists of the educational process, and curricular activities. In conclusion, this study indicates the need for greater investment in the initial and continuous training of teachers in the education of the deaf people and, therefore, a closer interaction between the academic training and professional practice. In this sense, university extension projects configured as a network of collaboration and inclusion can enhance learning for all involved. The data also indicate that the teaching practice allows much learning about the profession when it is assumed as an experience, according to Jorge Larrosa's interpretation.