Playful activity for science education with inclusive practice for the deaf

• Autor(a) principal: Espindola, Daniel Santos
• Data de Publicação: 2017
• Outros Autores: Carneiro, Danubia, Kuhn, Talicia do Carmo Galan, Antiqueira, Lia Maris Orth Ritter
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/24791
• topic: Inclusive education; Playful activity for the deaf; Education of the deaf.; educação inclusiva; atividade lúdica para surdos; educação surda

The presence of deaf students has been increasingly observed in schools, and it is essential that teachers seek effective methodologies in the teaching and learning processes. The purpose of this work is to evaluate playfulness as an assistance tool in the teaching of Brazilian Biomes, thus contributing to a meaningful learning and promoting the inclusion of a deaf in a mixed class. Therefore, a bilingual leisure activity was elaborated on Biomes of Brazil. The research was applied to a 6th grade elementary school class of the public school system in the city of Ponta Grossa, Paraná, Brazil. The activity showed good results since all students were involved and the content was addressed in an egalitarian way. In conclusion, there are pedagogical practices that are indeed capable of promoting inclusion, provided that the particularities of students with special needs are taken into account. Therefore, playful activities are an instrument that corroborates the teaching/learning process and promotes student interaction.