Ensino de Física: sequência didática sobre Leis de Newton para alunos surdos

Abstract

The present research aims to show a didactic sequence for the teaching of Newton's Laws for deaf students, seeking evidence that learning occurs in a significant way. The research is of a bibliographic nature, for which it used theoretical contributions on the challenges of teaching Physics as well as the pertinent aspects of education and inclusion of the deaf. 2015), Schön (1987), Santos and Batista (2019), Zabala (1988). Among the discussions, the way in which the academic training of Physics teachers happens was addressed, the teaching of this discipline often occurs in a way that is disconnected from the reality experienced by the students. In addition, their prior knowledge is disregarded in pedagogical practices, leading to this bias the teaching methods, the didactic sequence was raised, because it is a fundamental tool for the elaboration and organization of the teacher's work. The didactic sequence offers a more standardized teaching, because with it subjects, dynamic activities can be selected in advance, positively helping the teaching work. . In this context, the planning of activities through the didactic sequence emerges as an innovative methodology strategy in the way of teaching. The research brought relevant contribution to the teaching of physics for deaf students, pointing out the didactic sequence as an effective tool in the process of inclusion and learning of deaf students.