Estratégias pedagógicas para o ensino de ciências e biologia aos estudantes surdos: uma revisão bibliográfica

Abstract

This article focuses on pedagogical strategies for teaching science and biology to deaf students. Therefore, the overall objective is to investigate pedagogical strategies for teaching science and biology to deaf students in databases. The specific objectives are: to identify pedagogical strategies used in teaching science and biology to deaf students; to assess the contributions of these pedagogical strategies to the teaching of science and biology to deaf students; and to analyze the impact of pedagogical strategies on the inclusion of deaf students in the classroom. The research methodology used a literature review, analyzing scientific works published in recent years, selected based on criteria of relevance and affinity with the topic. The studies analyzed highlighted the importance of Brazilian Sign Language (Libras) as a means of communication and knowledge mediation, as well as the presence of an educational interpreter, the adaptation of teaching materials, and the use of visual and technological resources. Several barriers were also identified in the teaching and learning process for deaf students, such as a lack of teacher training and a shortage of accessible materials. The results indicated that adapted pedagogical practices can promote more meaningful learning by building deaf students' autonomy and empowerment. The conclusion is that the implementation of inclusive education must guarantee deaf students access to science and biology curricular content, as well as meaningful learning that respects their linguistic and cultural identities.