Os desafios do processo ensino aprendizagem de física com a inclusão de alunos surdos no ensino médio da Unidade Escolar Demerval Lobão em Angical do Piauí

Abstract

The teaching of Physics in the inclusive context of deaf students, has specific difficulties, since its literature consists of complex numerical bases and abstract concepts, where they lack methods and practices that provide quality teaching and learning. In this sense, the present work seeks to investigate the difficulties of the teaching and learning process of Physics in the inclusive context of deaf students in the regular class of the 1st year of high school. For this, the field research, carried out at the Demerval Lobão School Unit, in Angical do Piauí, was used as a methodological procedure aimed at analyzing the main difficulties of those involved in this teaching process, which were: the deaf student, the Physics teacher, and the Sign Language interpreter. In order to assist the school's educational plans, a guiding document was presented to add knowledge about the use of Sign Language in the classroom, with some references of scientific works that provide methodologies for teaching Physics to deaf students, and with projects that offer signs in LIBRAS of Physics content. The analysis of the results obtained shows great difficulties in relation to the communication between deaf student and teacher. On the other hand, the greatest difficulty for the interpreter is in accepting her presence in the educational environment as well as the lack of specific signs of the contents of Physics. This research enabled the perception that the education of students with deafness still has a long way to go. Therefore, it is concluded that changes in the educational process of the inclusive context are of extreme urgency in the face of the analyzed difficulties. To this end, it is considered essential that the government investments in appropriate financial and material resources enable the construction of an inclusive quality education