Ampliando saberes científicos na educação de alunos surdos: uma proposta de unidade de aprendizagem de ciências para o ensino fundamental

Abstract

The main purpose of this study was to understand the educational process of the deaf student in the area of Sciences, in a bilingual school in the city of Pelotas. The idea of rethinking the deaf education began in the nineties, through linguistic studies on the Brazilian Sign Language (Libras). This was due to the need of understanding this language as being responsible for the constitution of deaf people and for being evidence of their socio-cultural difference. From this, it was understood that, in deaf education, Libras should be its first language (LODI et al., 2015). The research analyzed deaf education in a perspective of science education, therefore, it was necessary to know the content of the emerging scientific paradigm. When analyzing the content of the mentioned paradigm, we realize that the current view of science does not admit dichotomy between the different types of knowledge (OLIVEIRA, 2016). In face of this new view of science, we find Vygotski, more specifically, in the way he understood the development of scientific concepts, a coherent theory to support our work proposal (VYGOTSKI, 2008). The developed research followed the qualitative research models. It is considered one of the best ways to study phenomena that involve people within a given context and the relations that are established between them (GODOY, 1995). The intervention methodology we chose was the Learning Unit, because it offers the student an opportunity to learn by rebuilding knowledge (GALLIAZZI, 2007). The theme chosen to work with students was global warming and its effects on the pampa biome. In the choice of the theme of the Unit, we take into account one of the propositions of the emergent educational paradigm, where one realizes the need of a contextualized teaching, where the student is able to establish a connection between the natural sciences and the society (OLIVEIRA, 2006). The data collection was done through a questionnaire of open and closed questions applied to the parents of the students by structured interview, performed with students with the help of an interpreter, by consulting the school file and the results recorded in the logbook, by the report of what was observed in the development of the activities, also done in the logbook, by the transcription of the lessons that were filmed and by the material presented by the students at the end of activity. The data were analyzed within a descriptive proposition, establishing relation with the theoretical bases that gave support to the research. Through the collected data, we were following the walk of the students, until they came to the reconstruction of concepts, which occurred in a growing number of ideas and interrelations between these ideas. As a product of our dissertation, we present our proposal for Learning Unit, with the respective and necessary adaptations made after its application. This will be disclosed to the teachers of the basic education network.