HYBRID TEACHING OF HISTOLOGY IN INCLUSION CLASSES FOR THE DEAF

• Autor(a) principal: Rachid Martins, Joseane Maria
• Data de Publicação: 2020
• Outros Autores: Rocha Piemonte, Mariana da
• 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/403
• topic: Biologia; Ensino Médio; Sequência Didática; Objetos Educacionais Digitais; Tecnologias Digitais de Informação e Comunicação; Biology; High School; Didactic Sequence; Digital Educational Objects; Digital Information and Communication Technologies

Biology teaching in Brazil, is characterized by using a predominantly expository methodology, and, for the deaf students, there is no specific didactic material. So, this study aims to produce and analyze a didactic sequence of histology, using the Hybrid Teaching for deaf people concept in inclusion classes, assuming this methodology, as a contribution to the teaching-learning process for the other inclusive classes students. The methodology consisted of the development of histology content, using Hybrid Teaching with investigative activities, Digital Educational Objects (DEO), webquest, sway® e kahoot® and self-evaluation. One deaf and more 61 listeners students, from the 1st year of high school from a state school in Paraná, were actively involved in all activities, and the deaf inclusion was put into practice enabling access to materials and bilingual activities that promoted the construction of knowledge in histology.