Inclusão escolar, educação de surdos e os desafios para articular os conhecimentos científicos frente à diversidade presente nas salas de aula

Abstract

This study presented the specifics of caring for deaf students in the context of a regular school. For discussion raised in this work, it departed from the trend on the educational legislation in force, which is to seek greater flexibility in physical and educational frameworks in schools, in order to better serve all students welcomed by the different educational institutions. In terms of methodology, we sought to make a detailed analysis of the questionnaires conducted with five teachers of Science, Biology, Chemistry and Physics of four public schools in the town of Bom Despacho (Brazil). From the responses, the difficulties encountered were discussed in the mediation of knowledge with the deaf students as well as teaching strategies and pedagogical interventions articulated in the classroom to promote learning of these subjects. It was pointed challenges and difficulties that teachers demonstrated in working with deaf students. From the results, it defends the importance of strategies of investigation in Science Education as one of approach with the potential to improve the learning of deaf students. Thus, it is believed that the Teaching of Science through Investigation may encourage a greater involvement of deaf and non-deaf students with the teaching proposals brought to the classroom, ensuring a greater participation in the collective construction of knowledge and the process of inclusion in the school.