Ensino e aprendizagem de ciências na perspectiva visuo espacial: experiências com surdos no ensino fundamental

Abstract

The objective of this research was to analyze the learning situations in the discipline Science with Deaf students of the 6th and 7th grade in a public school in the city of Belém-PA. In order to subsidize the discussions about the measurable, instrumental and contextualized process the linguistic and cognitive possibilities of the deaf. It is based on a visual-spatial perspective, as a dynamic alternative to conduct the means, modes, methodologies and auxiliary resources of the learning of the specific contents of sciences. For the choice of the method, we chose the qualitative and bibliographic approach, carefully selecting the objects, subjects and contexts observable in the field of studies. On whose structural and systematized bases are inserted the ways of teaching and learning, the language used in the teaching process, the resources, and the modes of evaluation observed in the pedagogical axes of the regular school of Basic Education. The data collection in locus was performed through the application of a questionnaire typed in Portuguese and interpreted in sign language to facilitate understanding of the questions to the deaf. The result showed that the contextualization of science teaching encompasses the necessary action of planning, of how to teach contents adapted to the possibilities of a student who presents a high level of visual perception, conditioned by the deafness itself installed and not as a deficiency that produces limitations in the learning. But as a difference naturally observed and mediated by the visual-spatial sense. It also pointed to the understanding that in order to work with deaf people, it is essential that the teacher has certain fluency in sign language, and in the absence of such a language, the presence of a mediator or interpreter.