Challenges of Science teaching for deaf students

• Autor(a) principal: Santos, Rosemary Meneses dos
• Data de Publicação: 2021
• Outros Autores: Brito, Silvana Maria de Oliveira, Silva, Raí Emanuel da, Melo, Denis Sousa, Gomes, Ernandes Barbosa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/20757
• topic: Science teaching; Deaf; Teacher; Training in Libras.; Enseñanza de las ciencias; Sordo; Maestro; Entrenamiento en Libras.; Ensino de Ciências; Surdos; Professor; Formação em Libras.

In promoting education for the deaf, it is important to think about and organize education that guarantees full participation, making use of their language within the classroom and other school spaces. Thus, approaching the teaching of Science to deaf students was necessary, in order to show how teaching has been developed, as well as whether inclusion is meeting the linguistic characteristics of learning. This study aimed to analyze the challenges of teaching science to deaf students in two public schools belonging to the state education system of Piauí, in the modality of high school. Through an exploratory research, with a qualitative approach, an account of the experiences lived in the supervised internship discipline in the first year of high school was carried out, together with a literature review, in order to explain the topic and understand this relationship. . In this sense, the descriptors inclusion, teaching, learning, pedagogical training, strategies, visual and gestural resources were used. The results infer that, despite the existence of laws that ensure the right to enter school and education, these are not the only guarantees that make quality education possible for deaf students. It was also found that it is necessary to review the presence of teachers who are unprepared for the action of inclusion, the scarcity of some signs in Libras that express the themes in science, as well as the promotion of continuing education of teachers in Libras, in addition to the structuring of schools that do not bilingual.