Educação inclusiva com surdos: estratégias e metodologias mediadoras para a aprendizagem de conceitos químicos

Abstract

Inclusive Education begins with the student participation, with or without disabilities, in the school context in regular teaching classes. It is mandatory under law, which implies in a restructuring of educational establishments, in physical and pedagogical terms. In this context, Chemistry teaching, which involves specific and abstract concepts, must be differentiated regarding teaching and learning methodologies and strategies that facilitate their understanding. This study aims to analyze the learning of chemical concepts by deaf students applying Inclusive Education, through the use of different methodologies and teaching strategies, beginning with Vygotsky’s socio-interactionist conceptions. Thus, this thesis is based on a qualitative approach as a way to understand deaf student learning. In this context, the research was developed with students from two inclusive public state schools in the municipality of Manaus, from didactic situations, accompanied by Brazilian Sign Language interpreter. Data were obtained and recorded through field diaries, questionnaires, semi-structured interviews, activity sheets and audiovisual resources and subsequently submitted to the Content Analysis technique. It was evidenced that didactic activities developed with visual resources applying contextualization that allow for student interactions comprise better inclusion regarding chemical concept learning. The most noteworthy inclusive teaching methodologies were Joint Elaboration, Group Work and the Playful technique. Regarding the strategies applied herein, dramatization, group work and debates were demonstrated as the most inclusive activities. In addition, the main observed difficulty for deaf students in learning chemical concepts relates to the linguistic issue, whereas ease is associated to the logical understanding of the phenomenological and representational levels, involving, respectively, examples and numbers.