Práticas pedagógicas no ensino de Ciências/Biologia desenvolvidas com estudantes surdos: o desafio para uma escola inclusiva

Abstract

This work consisted from concerns about as it has the processes of teaching and learning of science addressed to deaf students in basic education. Thus, we became interested in studying the pedagogical practices that respect the peculiarities of the deaf students, investigating the methodologies and teaching resources used in the teaching of science / biology in inclusive rooms with the presence of deaf students. The survey was conducted in two public schools of Mutuípe-BA municipality in order to analyze the pedagogical conceptions and practices developed by teachers of Science and Biology with a view to inclusion of deaf students in regular class.To achieve this goal, semi-structured interviews were conducted with the teachers. The results of this research show that the teaching of science has been characterized by a practice with homogenizing methodologies and lack of resources or supports facing the education of deaf students. Among the major difficulties faced by research members is the lack of Brazilian Sign Language (Libras), which features a barrier in communication and interaction between teachers and students. This lack of knowledge of pounds by teachers enhances the need, not yet satisfied, the interpreter of the aid in the classroom. Another factor that limits the learning of deaf students is the lack of curricular adaptations that promote accessibility to the content worked. These factors contribute to the barriers in the educational process experienced by deaf students in regular schools. Thus, it is considered that a bilingual education in school education is necessary, since contribute to the learning of all students, providing a quality education that also reach the Brazilian deaf community.