Revolução científica e a interdisciplinaridade como metodologia para ensinar alunos surdos e ouvintes

Abstract

The focus of this research is on teaching Scientific Revolution content to Deaf students and listeners, both with the same conditions of access to this content. The interdisciplinarity was understood as a way to guide this path, because, through it, knowledge can be more connected and contextualized, helping students' learning. This proposal emerged from two problem's situations identified: 1) what are the didactic adaptations needed to teach the content of Scientific Revolution to Deaf and listeners students of elementary school II, aiming at the promotion of pertinent knowledge? 2) how should the concepts related to this theme be worked on, so that both Deaf and hearing students are really contemplated with this knowledge, since it is an area of interdisciplinary knowledge? In order to answer these research questions, two general objectives were outlined: 1) to understand what are the didactic adaptations necessary to teach Deaf students of elementary school II the content of Scientific Revolution, in order to promote the pertinent knowledge; 2) trace a theoretical-practical methodology of teaching and learning that includes the Deaf student and promotes the learning for the Deaf and listeners of the content of Scientific Revolution and use it in the construction of a didactic sequence in an interdisciplinary bias. The methodology followed the principles of qualitative research and, for data collection, questionnaires; pre-test and post-test were used, as well as observation. The research was of the Pedagogical Intervention type, because we developed classroom activities with the students and Edgar Morin's Complexity Paradigm was used as a method. As research is part of a Professional Graduate Program, it is linked to practical purposes, that is, to offer options for problem solving in teaching, so the educational product proposed and developed is a didactic sequence using hypermedia, made available to students for handling, aiming at the generation of knowledge about the content. This hypermedia was conceived from an inclusive perspective, providing a fairer access for Deaf students and listeners.