A in(ex)clusão do estudante surdo em aulas de Ciências: análise de uma proposta didática envolvendo museu e escola com base no método da lembrança estimulada

Abstract

We have been discussing the educational inclusion of people with disabilities, but the differential of this research is bring a reflection about the deaf community and as deaf culture and scientific culture can be present in science classes. In this dissertation, we seek to understand how these two cultures intersect and more specifically how four deaf students from the 6th grade of elementary school understand the appropriation of knowledge about paleontology. Our general objective was to analyze the interactions of scientific culture and deaf culture from the work with a didactic unit on paleontology that integrated museum and school. Thus, this research fits into a qualitative methodology based on participant observation and based on the Stimulated Recall Method (SRM), until then unused with the deaf public. Therefore, from the participant observation in the science classes and from the observations of the mediator/interpreter/deaf visitors/hearing visitors/science teacher interactions during the visit to the Dinosaur Museum in Peirópolis, Uberaba, Minas Gerais, the material produced during the visit to the space and the structured interview with the science teacher, it was possible to raise hypothesis and possible explanations about the objective that guides this research and also to know a little more about the reality experienced in the educational triad of the deaf: deaf student, Libras interpreter and teacher. We perceive the importance of further studies and reflections on how the deaf student's (in)exclusion in science classes has been carried out, as well as the challenges, the possibilities and above all warn us about the cultural discrepancy that permeates the classrooms, or knowledge of sign language and the Portuguese Language (LP), considering that, although we know the importance of a bilingual education, the way of deaf people are taught and evaluated still occurs through the Portuguese Language, leading to failure in various contents by a system that lacks a more humanized and formative education. In this direction, the SRM was shown as an interesting tool for the evaluation of the deaf student, since it works predominantly with the visogestual component. It is necessary that the evaluation be carried out in Libras because, in comparison with the evaluation in Portuguese Language (LP), the first one evidenced the survey of concepts by the deaf student that the evaluation in LP did not raise. Thus, SRM proved to be an element of collaboration for the development of deaf students, favoring the understanding of the didactic unit. For the analysis of the interview with the teacher, we have appropriated four categories mapped by Tuxi (2009), to finalize the analysis of the empirical material: (i) understanding the inclusion, (ii) the importance and recognition of the role of the educational interpreter, (iii) sign language and (iv) co teaching. Two other categories were designed to expand the analysis: (i) teaching materials and (ii) importance of non-formal spaces related to the sciences for deaf people.