O Ensino de Física na Educação Inclusiva: um estudo sobre as metodologias e estratégias utilizadas pelos professores da disciplina frente à presença de alunos surdos em sala de aula
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Data
2017-09
Autores
Lima, Marciana Kotz de
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Editor
UNILA
Resumo
Este trabalho teve por objetivo analisar quais metodologias e estratégias de ensino,
os professores da disciplina de Física utilizam em sala de aula frente a presença de
alunos surdos inclusos no Ensino Médio, na rede regular de ensino. Por se tratar de
um tema ainda pouco investigado e considerando que as escolas que atendem
exclusivamente alunos surdos são ambientes conhecidos por poucos, a opinião
desses profissionais adquire maior importância, permitindo-nos uma incursão nessa
realidade incógnita. Diante da política de inclusão atualmente defendida e
objetivando a inserção do aluno surdo na escola regular, coloca-se como
fundamental, o conhecimento que os professores tem a respeito das limitações e
potencialidades de seus alunos, bem como, das suas necessidades para o
desenvolvimento do seu processo de aprendizagem, tomando como prioridade,
neste caso em especifico, a sua prática pedagógica. Embora, acredita-se que a
presença do TILS nas situações de ensino-aprendizagem é o fator mais importante,
pois é por meio deste profissional que ocorre a maioria das interações em sala de
aula, apenas a presença do mesmo em sala não é o suficiente para que o aluno
surdo aprenda, afinal, entende-se que este profissional é responsável apenas pela
mediação da comunicação e não pelo ensino propriamente dito. Diante dessas
circunstancias, desenvolveu-se uma pesquisa de campo e abordagem qualitativa,
onde a coleta de dados ocorreu em quatro colégios estaduais pertencentes ao
Núcleo Regional de Foz do Iguaçu que apresentaram alunos surdos matriculados no
Ensino Médio no ano de 2017. Foram realizadas cinco observações das aulas de
física e a aplicação de um questionário aos professores da disciplina de Física
desses colégios, amostra dessa pesquisa. Caracteriza-se por ser um estudo teórico
e prático, cuja fundamentação teórica baseia-se em autores como Sacks (1989),
Goldfeld (1997), Lacerda (2007; 2011), Quadros (2004), entre outros que abordam a
questão da inclusão de alunos surdos. Ficou evidente que muitos são os fatores que
contribuem para a segregação dos surdos no contexto inclusivo, desde a falta de
materiais pedagógicos, a falta de profissionais Tradutores Intérpretes de Língua
Brasileira de Sinais, a falta de metodologias diferenciadas de ensino, o
desconhecimento a respeito da surdez e da língua, entre outros aspectos
In this project, it was analyzed what methodologies and teaching strategies, the teachers of the discipline of Physics use in the classroom facing the presence of deaf students included in high school, in the regular network of education. As it is a topic of little investigation and considering that the schools that exclusively attend deaf students are environments known by few, the opinion of these professionals acquires greater importance, allowing us an incursion in this unknown reality. In view of the inclusion policy currently advocated and aiming at the inclusion of the deaf student in the regular school, it is fundamental the teacher's knowledge about the limitations and potentialities of his students, as well as their needs for the development of their learning process, taking as their priority, in this specific case, their pedagogical practice. Although it is believed that the presence of TILS in teaching-learning situations is the most important factor, it is through this professional that most of the interactions occur in the classroom, only the presence of the same in the classroom is not enough For the deaf student to learn, after all, it is understood that this professional is responsible only for the mediation of communication and not for the teaching itself. In view of these circumstances, a field survey and qualitative approach was developed, where the data were collected in four state schools belonging to the Regional Center of Foz do Iguaçu who had deaf students enrolled in high school in the year 2017. Five observations were made of the physics classes and it was made the application of a questionnaire to the teachers of the discipline of Physics of these colleges, sample of this research. It is characterized by being a theoretical and practical study which is based on authors such as Sacks (1989), Goldfeld (1997), Lacerda (2007, 2011), Quadros (2004), among others that approach the issue of inclusion of deaf students. It is clear that many factors contribute to the segregation of the deaf in the inclusive context, from the lack of pedagogical materials, the lack of professionals Translators Interpreters of Brazilian Sign Language, the lack of differentiated methodologies of teaching, the unfamiliarity of knowledge about the deafness and language, among other aspects
In this project, it was analyzed what methodologies and teaching strategies, the teachers of the discipline of Physics use in the classroom facing the presence of deaf students included in high school, in the regular network of education. As it is a topic of little investigation and considering that the schools that exclusively attend deaf students are environments known by few, the opinion of these professionals acquires greater importance, allowing us an incursion in this unknown reality. In view of the inclusion policy currently advocated and aiming at the inclusion of the deaf student in the regular school, it is fundamental the teacher's knowledge about the limitations and potentialities of his students, as well as their needs for the development of their learning process, taking as their priority, in this specific case, their pedagogical practice. Although it is believed that the presence of TILS in teaching-learning situations is the most important factor, it is through this professional that most of the interactions occur in the classroom, only the presence of the same in the classroom is not enough For the deaf student to learn, after all, it is understood that this professional is responsible only for the mediation of communication and not for the teaching itself. In view of these circumstances, a field survey and qualitative approach was developed, where the data were collected in four state schools belonging to the Regional Center of Foz do Iguaçu who had deaf students enrolled in high school in the year 2017. Five observations were made of the physics classes and it was made the application of a questionnaire to the teachers of the discipline of Physics of these colleges, sample of this research. It is characterized by being a theoretical and practical study which is based on authors such as Sacks (1989), Goldfeld (1997), Lacerda (2007, 2011), Quadros (2004), among others that approach the issue of inclusion of deaf students. It is clear that many factors contribute to the segregation of the deaf in the inclusive context, from the lack of pedagogical materials, the lack of professionals Translators Interpreters of Brazilian Sign Language, the lack of differentiated methodologies of teaching, the unfamiliarity of knowledge about the deafness and language, among other aspects
Descrição
Trabalho de Conclusão de Curso apresentado ao Instituto Latino-Americano de Ciências da Vida e da Natureza da
Universidade Federal da Integração Latino-Americana, como requisito parcial à obtenção do título de Licenciada
em Ciências da Natureza – Biologia, Física e Química. Orientadora: Prof.a Msc. Dinéia Ghizzo Neto Fellini
Palavras-chave
Educação de surdos, Educação inclusiva, Professores - formação
Citação
LIMA, Marciana Kotz de. O Ensino de Física na Educação Inclusiva: um estudo sobre as metodologias e estratégias utilizadas pelos professores da disciplina frente à presença de alunos surdos em sala de aula. 2017. 96 páginas. Trabalho de Conclusão de Curso (Graduação em Licenciatura em Ciências da Natureza – Biologia, Física e Química) – Universidade Federal da Integração Latino-Americana, Foz do Iguaçu, 2017