Pedagogia visual nas aulas de ciências com surdos: Práticas inclusivas da professora e do intérprete de Libras

• Ano de defesa: 2021
• Autor(a) principal: Tavares, Fernando Rodrigues
• Orientador(a): Santiago, Zélia Maria de Arruda
• Banca de defesa: Onofre, Eduardo Gomes, Correia, Karina Guedes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: Brasil
• Palavras-chave em Português: Pedagogia visual; Alunos surdos; Prática pedagógica; Aulas de ciências
• Palavras-chave em Inglês: Deaf students; Visual Pedagogy; Pedagogical practice; Science classes
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://tede.bc.uepb.edu.br/jspui/handle/tede/3885

This research analyzes didactic situations based on Visual Pedagogy, adopted by the Science teacher and the Libras interpreter directed to teaching with deaf students. The research methodology adopts a qualitative approach as it allows the understanding of details and meanings, allowing interpretations and inferences about the results. The research techniques used were the interview and systematic observation with two deaf students, a science teacher and a Libras interpreter. Based on the predominance of oralization in science classes and the difficulty of deaf students in the content about vertebrate animals, a didactic-pedagogical proposal was applied in video class, containing the referred content for deaf and hearing students, interpreted in Libras. The results reveal that the pedagogical practice with deaf students must be reframed in partnership with the Science teacher, the interpreter and the deaf students, as they face difficulties in adopting teaching, communication and evaluation strategies based on the theoretical and methodological principles of Visual Pedagogy. Most of the time the classes are hegemonic based on oralization, in this case, it is understood that deaf students learn in the same way as listeners. It is considered that there are signs of Visual Pedagogy, through some classes with the use of visual elements. The video class contributed to strengthen the understanding of the use of Visual Pedagogy teaching resources in science classes with deaf students in partnership with the teacher and the Libras interpreter in teaching Vertebrate Animals content with deaf students, as well as the assessment of their learning.