Alunos surdos: uma investigação na disciplina de ciências.

Abstract

This work talks about the context of a classroom with deaf students and listeners students in the Science discipline. Deserves attention how this discipline can contribute to the inclusion of deaf students, because it is a field of knowledge that requires understanding abstract concepts; added to this, the lack of agreed signals and the teacher ignorance about deaf culture. Wherefore, these factors may hamper the teaching and learning processes and require a change of attitude in pedagogical practice the science teacher in the classroom. In this context, the objective of this research, was to investigate how science teaching was worked by the teacher in a common classroom of the final series of elementary school, with two deaf students. This study was developed in a county of the south-central region of Rio Grande do Sul state and was characterized as Exploratory Research. The subjects were: i) a science teacher, ii) Specialized Educational Services teacher, iii) school principal, iv) interpreter of sign language and v) the parents of deaf students. The data collection used: non-participatory observation and record book, semi-structured interviews and open questionnaire. The data analysis method used was Content Analysis. The results showed that the linguistic difference impacted the Science teaching through the overvaluation of sign language to the detriment of pedagogical aspects, was also perceived linguistic inequality and late access to Libras. It was possible to observe that the pedagogical responsibility for deaf students it was handed to the Specialized Educational Services Teacher. Ultimately, pedagogical practice of the science teacher, during this research, disregarded adaptations for the inclusion of deaf people, who were excluded in the classroom.