Estado da Arte sobre estratégias de inclusão para surdos no componente curricular de Ciências da Natureza na Educação Básica

Abstract

This work of course conclusion deals with a State of the Art about inclusion strategies for the deaf in the curricular component of Natural Sciences, aiming to identify methodologies applied in regular education and approaches of the different strategies implemented and what were the results obtained. In this perspective, the present study aims to map academic works to present a comprehensive overview of the current state of inclusion strategies for deaf students, through the mapping of research and publications that were collected and analyzed within the time frame from 2014 to 2023. The problem that guided the research was: what are the inclusion strategies for students with outbreaks in the curricular component of Natural Sciences, how these strategies were implemented, what results and impacts were observed, what pedagogical and methodological approaches were adopted and what were the good practices and challenges faced in this context? The main authors used to support the work were Salamanca (1994), Mantoan (2003); Libâneo (1999) and Vygotsky (2000). Four categories of methodological applications were identified, which are: table games, cooperative rooms, semiotics and communities, with different didactic means being addressed within each of them. As a result of the research, it was identified that there are still several paths to be followed for a better inclusion of the student, requiring the deepening of strategies. In this sense, adaptive didactic strategies for these students should be included in regular education in order to facilitate the teaching-learning process, thus favoring the inclusion of deaf students.