Relatos de professores da área de física sobre o processo de inclusão de alunos surdos no ensino médio regular

Abstract

In this article we propose to investigate the concepts of physics teachers about the inclusion of deaf students process in regular high school. We used the methodology of descriptive qualitative approach, and to achieve the goals, we apply open questionnaires to collect data. For better understanding of the topic, the study was based on the following authors: Almeida (2014), Alves (2010), Gesser (2009), Hubert (2013), Selleri (2007), Resende (2010), among others. In the course of research, we found few teachers of physics with experiences with deaf students, and those who were interviewed, we noticed that comprise the inclusion of deaf people as a way to make them more involved and active in the social environment relating more social inclusion than education towards the deaf. We also noticed that the teacher training is still an obstacle for their inclusion, but teachers try to adapt their strategies to meet them, opting often for classes with use of illustrations exploring the deaf vision. Finally, we understand that the main difficulty of the teachers in this process of inclusion is related to the lack of communication with deaf students during class