Ensino de geografia em escola para alunos surdos : desafios e perspectivas para a aprendizagem

Abstract

The present study analyzed the teaching and learning process of Geography in the context of the deaf student, in the Initial and Final Years of Elementary School in a Bilingual School in Uberaba, MG. Reflecting on how the teaching of Geography has been for these students and how bilingualism has contributed to this practice. The specific objectives sought to analyze the contents of Geography deaf students presented facilities or difficulties in learning. Identify the main resources used by the teacher in the Geography classes for these students. Understand the deaf students' relationship with the school environment, and if there was a sense of belonging, that established the deaf identity and its cultural issues. The research hypothesis questions the extent to which the bilingual teacher promotes better interaction between the deaf student and the content worked in the classroom. Realizing what methodological and practical instruments are used in this process and how the teacher-student interaction occurs. The research is based on the socio-interactionist theory of Vygotsky and the Case Study was adopted as a methodology, and for data collection technical procedures such as direct observation, questionnaire application and interview were performed. The analysis of the questionnaires applied to teachers and deaf students made it possible to understand teacher education, how they entered the school for the deaf, if they had any difficulty at the beginning of their careers, what resources they used in class, among others. The questionnaire applied to the students sought to know about their relationship with the institution, the learning of Geography and whether the presence of the bilingual teacher was important. The theoretical / conceptual matrices about the teaching of Geography, as well as the historical trajectory of the deaf and some laws in force in Brazil that support the education of the deaf, the acquisition of the language and the deaf identity were discussed. The results showed that the difficulties presented by some students of the research are not necessarily related to the issue of deafness, but to the processes of acquisition of Libras in a timely manner. And that the visual resources (slides, films, videos, activities xerocadas), adopted by the bilingual teachers, has been of great help in the teaching-learning process of the deaf child. The research also showed that the bilingual teacher has a fundamental role mediating teaching, developing didactic strategies that instigate the deaf student to go beyond their learning potential. It is concluded that bilingualism has become the possibility for cultures to be together in the same school space, in a new way of thinking the education of deaf people beyond the classroom walls, challenging educators, parents and students on this walk .