O ensino de biologia e química para alunos surdos no ensino médio da rede pública da cidade de Fortaleza : estudo de caso

Abstract

The scientific and technological advances and changes that occur in society impose the need for a comprehensive initial training, as well as a constant improvement of those that are directly linked to the teaching-learning process. Thus, the technical and scientific knowledge related to chemistry and life sciences and the field of knowledge and teaching strategies, is to add features and discussions related to specific students. It is argued in this paper, the need to expand teacher training focused on the theme of education for children, youth and adults with disabilities - specifically the education of the deaf. It is known that the teacher acts in the neurobiological changes that produce learning, but the vast majority know how the brain works, what the specific needs and activities should be planned to enable the success of the process, even in deaf students, that have specific characteristics, especially language. This study was conducted in four public schools in the state of Fortaleza. Interviews were conducted with 10 teachers and 10 interpreters, and the application of two neuropsychological tests (Rey and NEUPSILIN) to 60 students (40 deaf and 20 listeners). As a result, there was the unpreparedness of teachers to work with this audience, noticeable by the absence of specific methodologies and the difficulty of interaction, since the teachers do not master the language, in addition to sign language for lack of terms specific to the disciplines of biology and chemistry. As for the interpreters were able to identify a specific area related to the unpreparedness of the subjects of Biology and Chemistry, and an exhaustive workload. This result revealed the gap between these professionals. With regard to students, the tests indicated that the perception and memory of deaf students are subtly than the standards specified in the tests. While students in the audience, the tests indicated a small gap of perception and memory. It is believed that this knowledge provides the teacher input into the development of strategies to facilitate the learning of deaf students, respecting their characteristics, in addition to direct a constant reflection of the practice, which may lead to effecting the necessary changes, thus providing improvement in the training of professionals and thus in education.