Comunidade escolar surda do município de Águas Lindas de Goiás: apontando caminhos para o ensino de ciências

Abstract

The official documents on bilingual education for the deaf advocate that it should preferably take place in a regular classroom and take Libras as the first language and written Portuguese as the second language. However, the inclusion of these students in the teaching and learning process requires a little more attention from the school community. In this perspective, this work sought to know the deaf school community in the municipality of Águas Lindas de Goiás, as well as the difficulties and limitations of the teaching-learning process of deaf subjects. For this, it was necessary to understand the reality of this community through surveys of quantitative an d qualitative data with semistructured questionnaires and interviews with leaders of inclusive support, interpreters, science teachers and students with deafness. possible to verify the presence of only 4 interpreters to assist a total of 14 deaf s It was tudents. According to interview reports, one of these interpreters is itinerant and visits schools fortnightly. This number of interpreters and the form of service organization does not allow the real inclusion of these students in regular classrooms at mu nicipal schools. In this sense, proposals for didactic strategies adapted based on visual pedagogy should be adopted in order to facilitate the teachinglearning process and promote the inclusion of deaf participants in this community.