A Educação Geográfica para surdos sob a perspectiva da TIC QR Code no “Material Didático TEGB”

Abstract

In order to understand the current conditions of Deaf education, it is necessary to explore part of its historical background and reflect on the legal frameworks and public politics that govern Brazilian education, particularly Deaf education. To comprehend the importance of studies focused on the education of Deaf students, research was sought that investigated the processes of teaching and learning for these students. It was observed that there is a consensus among the researched authors that bilingualism is the best approach to educate Deaf individuals, as it recognizes their identity and culture, countering clinical-therapeutic narratives. When it comes to the teaching of Geography to Deaf individuals, cultural and political recognition of the Deaf person was sought, considering that geographic science is an important tool for analyzing the contexts in which they are immersed. Starting from the premise that visual stimulation is one of the key factors in the teaching and learning process, a didactic material was sought that proposed bilingual education. The construction and acquisition of this knowledge were based on three main foundations: Brazilian Sign Language (Libras) as L1, written Portuguese as L2, and the visual component. These three elements together were denominated as the "Bilingual Geographic Education Tripod" - BGEP. Therefore, a Bibliographic Research was adopted as the methodology for the development of this dissertation, employing this method for reflections on the theoretical framework and the didactic material found. It was concluded that the "BGEP Didactic Material" can significantly contribute to Deaf students' understanding of geographic concepts. It brought colors and shapes through images and conveyed movements through videos translated into Libras for each concept written in L2. Thus, it created perspectives and encouraged the expansion of this knowledge.