History in silence: teaching history to hearing impaired students in Santarém-PA

• Autor(a) principal: Fonseca, André Dioney
• Data de Publicação: 2020
• Outros Autores: Calixto, Hector Renan da Silveira, Baia, Lino Arlem Azevedo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educa (Porto Velho)
• Texto Completo: https://periodicos.unir.br/index.php/EDUCA/article/view/4886
• topic: Ensino de História. Surdos. Educação Inclusiva.; 370 Educação; Enseñanza de la historia. Sordos. Educación inclusiva.; Teaching of History. Deaf. Inclusive Education.

This paper aims to investigate the teaching of History for deaf students inserted in the state public school Álvaro Adolfo da Silveira, at Santarém-PA. Therefore, we specifically aim investigative teaching practices, to know the actions and methodologies chosed by the teachers about the teaching of History to the deaf students; think about the use of the Brazilian Sign Language (Libras) in the classroom as the deaf student's first language; to verify the relation of the teachers of the regular classroom with the room of the Specialized Educational Assistance (AEE). Thus, we aim to create new perspectives and meanings for deaf individuals, based on their teaching-learning process, according with their political, cultural and linguistic differences. We use as theoretical support authors such as Quadros (1997), Perlin (2002), Lopes (2005, 2007), Seffner, Pereira (2008), Verri, Alegro (2006) and part of public policies about Special Education and Inclusive Education. As a result, there is a need for provinding continuing education in the area of inclusive education so that teachers can plan the lessons based on strategies and teaching methodologies focused on differences in the deaf subject, as well as the AEE approach to planning such strategies. Thus, we can establish equity in the teaching of deaf subjects, mainly through the teaching of History through bilingual education in the perspective of inclusive education.