adolescência no ensino de ciências: uma sequência didática adaptada aos estudantes surdos no ensino fundamental II

Abstract

The present study originated from my teaching experience, as an interpreter, pedagogical coordinator and public school teacher, specifically, since I had the first contact with deaf people in August 2006. Since then, I have noticed the difficulty that the school community presents in relation to deaf education, in particular communication and the development of methodologies to suit their educational needs. Given this problem, I proposed an action research with a view to reflecting on the practice of teaching observed, we sought to discuss this problem and proposed a didactic sequence using methodologies that fit the cognitive and physical characteristics of the deaf student, in an inclusive perspective, so that teaching science related to the adolescence theme was feasible. My goals were: to know the school reality of deaf students and listeners of the school where the research was conducted; elaborate a didactic sequence using materials and resources aimed at teaching science about adolescence in an inclusive perspective, respecting the specificities that involve the teaching of the deaf in the regular school system; develop the science didactic sequence in a 6th grade elementary school class that had deaf and hearing students verifying its applicability; and assess whether the sequence achieved the proposed objectives through comic book productions and videos made by deaf and hearing students. The participants of the research were two deaf students enrolled in a public elementary school in elementary school II and the other students hearing 6th grade elementary school. The application of the didactic sequence took place in a public school in the city of Jataí / GO with deaf and hearing students. Activities on adolescence based on visual pedagogy were carried out, meeting the proposal of Bilingual Education. The results made us realize the need to promote actions in the school space that ensure moments of reflection among teachers, managers and interpreters so that they can understand the proposals of inclusive education, know the public policies that guarantee access to all, the implications of deafness. , the particularities of deaf teaching and the teaching methodologies that suit their specificities.