Práticas pedagógicas do professor de história de ensino médio em turma regular com a presença de aluno surdo

Abstract

This dissertation, has as object of study the pedagogical practices of the teacher of History in high school in a regular class with the presence of deaf student. This research intends to answer the following question: how does the teacher of History of High School structure its practices in order to consider the specificities of deaf students? The objectives of this research are to understand the planning process of the History teacher acting in a regular classroom with the presence of deaf students and to analyze if the didactic materials used or produced by the History teacher meets the needs of the deaf student present in the class of hearing students. The research was carried out in collaboration with a teacher of High School History at the Berilo Wanderley State School located in the Neópolis neighborhood of the city of Natal, state of Rio Grande do Norte. To achieve the expected goal, a qualitative methodological approach was chosen, based on the principles of collaborative research proposed by Ibiapina (2008). The choice of methodology was closely linked to the motivation to carry out research that contributed to changes in attitudes towards the presence of the deaf student in a regular class. As for the procedures, we assume semi-structured interviews, reflective sessions and videotraining. The recording of these data collection procedures was done by means of filming, and their audios were later transcribed. The analysis of the results to understand the practice of the History teacher was built around two axes: teacher planning in front of the presence of deaf students in the classroom; and, production of didactic material in the context of pedagogical practice. The results showed that there is a school culture that confuses the communication barrier with disability; indifference and conformism mark the pedagogical practice and that working with the Deaf in the classroom is not the task of a teacher, but of the whole school. Collaborative research contributes to the teacher's awareness of the specific needs of the deaf student and motivated them to attitudinal changes that were reflected in their practice. This collaborative research contributes to the teacher's awareness of the specific needs of the deaf student and motivated attitudinal changes that were reflected in her practice.