BIOLOGY TEACHING FOR DEAF STUDENTS IN A PUBLIC SCHOOL: CHALLENGES IN TEACHING PRACTICE AND OF CONTINUING FORMATION

• Autor(a) principal: Cangussu de Abreu, Cremilda Peres
• Data de Publicação: 2019
• Outros Autores: Silva de Souza, Henrique, Costa Faria, Maria José, Cavalcante Rabelo, Lucélia Cardoso, Neves Soares, Narciso das
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Prática Docente
• Texto Completo: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/530
• topic: Formação continuada de Professores; Ensino de Biologia; Prática Inclusiva; Continuing Teacher Training; Biology Teaching; Inclusive Practice

This research analyzes whether the biology teacher uses resourceful pedagogical practices and/or methodological strategies that provide an inclusive education to deaf students of the 1st and 2nd year of high school of a public school in the city of Marabá-PA. It was based on a qualitative approach using Case Study with content analysis. The research was conducted from March to December 2018, and the subjects were a biology teacher and three deaf high school students. The results showed that the continuing training of the Biology teacher requires more effective attention, from the perspective of inclusive education, enabling new knowledge and innovations for the student to learn. The lack of interpretation in the ordinary classroom, compromising or developing deaf student learning, reaffirms the need for more efecctive public policies that guarantee special conditions for deaf students to learn scientific concepts.