A geografia no processo de ensino e aprendizagem de estudantes surdos: em busca do desenvolvimento de um olhar geográfico

• Ano de defesa: 2020
• Autor(a) principal: Medeiros, Adriano Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Geociências; Programa de Pós-Graduação em Geografia; UFPB
• Palavras-chave em Português: Ensino de geografia; Estudante surdo; Ensino e aprendizagem; Ensino médio; Cultura surda; Geography teaching; Deaf student; Teaching and learning; High school; Deaf culture; CNPQ::CIENCIAS EXATAS E DA TERRA::GEOCIENCIAS
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/21131

Geography and its teaching still present a theoretical-methodological distance from studies in the scope of deafness. Geography, as a science, was developed following the precepts of people who fit within a standard of normality established a long time ago. Geography teaching, therefore, is also limited by the standards that are reproduced in formal educational institutions. The school, as a place designated for the development of teaching and learning relationships, is permeated by the addition of these issues that directly affect teaching for deaf students. It is necessary to consider that deaf people had their trajectory directed by educational incursions guided by methods according to their abilities. After a long period prohibited from developing their skills, according to their abilities, deaf people are included in regular schools, which receive some structural and pedagogical modifications to help deaf students enjoy better learning conditions. Thus, the teaching of Geography can be used as an important tool for the visual-spatial strengthening of deaf people, if it is among its objectives the development of a geographical view of space. Thereby, the present dissertation study has as main objective to analyze the educational processes involved in Geography teaching to deaf students in a high school located in the city of Caicó/RN. To achieve this object, specific objectives were delineated: to identify if the performance of teachers who participate in the teaching of Geography for the deaf students contributes to the development of their geographic view of space; to understand how school spaces can fit into the process of to teach deaf people; to relate elements of geographic knowledge developed at school to the visual potential of deaf students as visuospatial subjects. The qualitative research is configured in an incorporated multiple case study proposed by Yin (2001). As a procedure for the production and collection of data, questionnaires, interviews and non-participant observations were used. The information’s analysis, having as a procedure the study of the statement in the analysis of content proposed by Bardin (1977), shows that the school space limits the development of the abilities of deaf people. Geography teaching presents different possibilities for structuring a geographical view of the deaf people’s living space. However, it is necessary that teachers know how to associate the performance of the sign language interpreter as part of the potential development process of these students. Authors as such Callai (2013), Claval (1999, 2001), Gomes (2013, 2016, 2017), Doziart (2009), Sacks (2010), Strobel (2018), Vygotsky (1990) and Tuan (2013) helped to understand how Geography can approach of deaf studies so that the teaching and learning of students with this condition happen as a constant process in school spaces. Therefore, it is necessary to think that school spaces may not be important when deaf people are not motivated to use them. Inclusion becomes inefficient only through the Specialized Educational Assistance room and interpreter since the learning process is linked to the development of the visual capabilities of the deaf people, with the structuring of a geographical view of space.