O trabalho de campo em geografia: múltiplas dimensões espaciais e a escolarização de pessoas surdas

Abstract

This qualitative research uses the Case Study. The project was submitted to the Comitê de Ética em Pesquisa com Seres Humanos (CEP) of the Universidade Federal de Uberlândia (UFU), with final analysis n. 321/11 and assent filed under n. 147/11. This study aims to reflect on the field work in the teaching process and learning in Geography for the deaf student in a public High School of the State at Uberlândia-MG. Approaches take into account the teaching of Geography in the view of education as an instrument for social transformation, thinking the school as a place where the development of the individuals happens to confront the inequalities in contemporary capitalist society through their civic education. I the investigation we considered the Geography teachers‟ conceptions, the conceptions of the interpreters of Libras and Deaf high school students about: the inclusion model, the current school against cultural differences and the methodologies used in the construction of knowledge in Geography. Choosing the school as object of study, the criterion used was the presence of deaf students in High School in sufficient quantity for research‟s study. The data analysis points to a deficient system of inclusion. In another words, several problems are highlighted by interviewee, which are: there is no continuing education process for teachers and teaching group, teaching resources are inadequate and the curriculum is inflexible. However, teachers and interpreters are favorable to the process of inclusion of deaf students in regular schools. In s spite of this, they consider themselves professionally unprepared to work with these students and other disabilities, pervasive developmental disorders and high ability/talented. Given this reality, teachers and interpreters need to bet on continuing education courses, Career Plan that values the category. It is necessary curricular flexibility and time for educational planning. All interviewee indicated the importance of field work in teaching and learning of deaf students. However, teachers who do not perform this kind of activity reported several obstacles for its implementation, including: excessive workload and responsibility to lead students in places out of the school environment.