Tesis
Educação em ciências naturais para surdos : uma análise de experiências pedagógicas
Fecha
2017-04-22Registro en:
DESTRO, Ana Paula Medeiros. Educação em ciências naturais para surdos: uma análise de experiências pedagógicas. 2017. 113 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2017.
Autor
Lima, Tânia Maria de
http://lattes.cnpq.br/1003388291863684
Lima, Tânia Maria de
275.001.791-20
http://lattes.cnpq.br/1003388291863684
Oliveira, Ozerina Victor de
406.219.521-68
http://lattes.cnpq.br/1863707315885015
275.001.791-20
Sá, Nídia Regina Limeira de
698.343.187-15
http://lattes.cnpq.br/8473111089898117
Institución
Resumen
The education of the deaf people over the years has been undergoing significant changes
in the school context, as a result of the struggles of people who militate in this field. Such
struggles have implications for creating laws that enforce the rights of the deaf people as
citizens, which includes the right of access to school. The present study inserts this subject
on the agenda considering mainly the Natural Sciences disciplines. This work aimed at
analyzing a teacher’s pedagogical experiences in order to identify challenges, positions,
and potentialities in teaching Natural Sciences disciplines for the deaf people. The
research was characterized as a case study with a qualitative approach. The
methodological approach includes analysis of documents and data extracted from
interviews with a teacher who has experienced this kind of education. The field of study
was a state school of deaf education which has integrated the New Talent
Project/UFMT/CAPES. The analyses were guided by the purpose of addressing the
following research questions: From the teacher's perspective, what were the challenges
faced in Natural Science education for the deaf people? What positions have been taken
to cope with the challenges? What opportunities were observed in Natural Science
education for the deaf people? The theoretical reference was based on authors who are in
the field of cultural studies and/or deaf people studies. The results indicate that the main
challenges expressed by the teacher were: Fragilities in initial and continuous training for
the teachers in the education of the deaf students; Little attention paid by the public
authorities to the processes of selection and preparation of teachers in this field;
Difficulties in communication between the deaf people and the hearing people; Lack of
interpreter to assist the classes; Lack of signs in the Brazilian Cities Sign Language
(LSCB) for Natural Sciences terms and concepts. Once faced with these challenges, the
teacher assumed positions such as self-training, valuing the use of information and
communication technologies, and valuing visual language. The developed activities were
related to the use of images, collages, collection and manipulation of materials,
construction of models, videos, experiments, field classes, photography, valuing of
students as protagonists of the educational process, and curricular activities. In
conclusion, this study indicates the need for greater investment in the initial and
continuous training of teachers in the education of the deaf people and, therefore, a closer
interaction between the academic training and professional practice. In this sense,
university extension projects configured as a network of collaboration and inclusion can
enhance learning for all involved. The data also indicate that the teaching practice allows
much learning about the profession when it is assumed as an experience, according to
Jorge Larrosa's interpretation.