Ensino-aprendizagem de astronomia na cultura surda: um olhar de uma física educadora bilíngue

• Ano de defesa: 2018
• Autor(a) principal: Vivian, Ellen Cristine Prestes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação Matemática e Ensino de Física; Centro de Ciências Naturais e Exatas
• Palavras-chave em Português: Ensino-aprendizagem de física; Astronomia; Libras; Cultura surda; TDIC; Teaching-learning physics; Astronomy; Deaf culture; DICT; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/15575

In this research, we have as the objetive: ―The elaboration and analysis of didactic-methodological strategies that pass through and potentiate the teaching-learning process of Physics, considering the study of Astronomy in the education of deaf or hearing impaired students‖. The intention is to answer the following research problem: ―Which didactic-methodological strategies pass through and potentiate the Physics teaching-learning process considering the study of Astronomy for students who are deaf or hearing impaired‖. With this inclination, the study had three phases. In the first phase, we conducted a literature review, in the three of the largest national events in the area of Science and Physics Education, with the purpose of investigating the Physics teaching-learning process for the deaf in Brazil. The second phase, we elaborated and implemented a short course, with the intention of investigating the perception and acceptance by the deaf and the hearing around the importance of Astronomy in the education of the deaf. The third phase encompassed the construction and implementation of a didactic sequence. This sequence considered a bilingual and intercultural didactic transposition for the teaching-learning of Physics, emphasizing Brazilian Sign Language (Libras) and deaf culture; combined with the use of Digital Information and Communication Technology (DICT) for the construction of scientific language. This study was conducted by the teacher-researcher as a Bilingual Physicist-Educator. The qualitative research was descriptive and explanatory. Given its technical procedures, the involvement of practice, and the immersion within the means of research, we defined it as reflexive action research. Content analysis was used as methodology for the discussion of results and analyses. In the investigation, three categories emerged: i- Astronomy and Libras: The construction of thought and of scientific language; ii- Didactic-methodological and technological resources: adaptation and accessibility; iii- Challenges and Potentialities: From strategies to overcoming difficulties. Through reflections and discussions, we can note that, for deaf students, visualization takes on a prominent role in their process of interaction with the environment. In this direction, linking Libras, deaf culture, Astronomy and DICT to the creation and dissemination of signs for the area shows great potential for bringing educators and the educated closer to scientific concepts. It is material to underscore that the purpose of this research was to make Astronomy more appreciable for these subjects so that they can feel that we are in the universe and that we can question, study and experience it. Thus, the explorations undertaken can be understood as fundamental strategies so that the students of the investigated group could take on a more critical perspective, emerging from the issues surrounding Astronomy, and could work as Astronomers, investigating the universe.