Proposta e avaliação de atividades de conhecimento físico nos anos iniciais do ensino fundamental para alunos surdos e ouvintes

Abstract

The inclusion of the deaf student in ordinary education is a reality due to the implementation of inclusive education, consolidated through international documents, national laws and educational guidelines. A literature review on research that deals with the teaching of science and physics for deaf students showed that there is a shortage of works that include methodologies in an inclusive perspective. Given this, this paper aims to develop and validate a teaching sequence that can be used in science classes in inclusive classrooms that have deaf and hearing students. The target audience consisted of two third grade classes from two public schools in the city of Jataí / GO with deaf and hearing students. A qualitative research was carried out to support the elaboration of the proposal, which used as data collection instruments: interviews with the teachers and the interpreter; observations of classes and school reality; document Analysis; and review of the literature on science teaching methodologies. The elaborated teaching sequence involves bilingual science classes on the theme “air” and a class for the study of the principle of action and reaction through the adaptation of the “Cart Experiment”, prepared by Professor Ana Maria Pessoa de Carvalho, from Universidade from Sao Paulo. The assessment of the learning of the physical knowledge approached was through the analysis of the drawings produced by the students at the end of the activity. The analysis of the results showed that bilingual classes enabled an improvement in the interaction and communication between deaf and hearing students, as well as motivating them to learn Libras. The investigative class also provided greater interactivity between deaf and hearing students and proved efficient as a resource for teaching physical knowledge in the early years, since the vast majority of students were able to solve the proposed problem. Through the drawings produced, we found that 77% of students understood air as the cause of cart movement and the principle of action and reaction. We found that the assessment of knowledge acquired by students through graphic language is an alternative to inclusive classrooms of the first phase of elementary school, with deaf students who do not yet master Libras or Portuguese, and listening students, as it enables everyone to express the that they learned without depending on the written language.