Reflexões sobre o ensino de geografia para alunos surdos, na cidade de Fortaleza - CE

Abstract

The struggle of the deaf in search of equality and recognition has been going on for a long time. Over the years they have had their rights gradually secured and their culture respected, however all of this is still taking a slow pace, as there is still much to be conquered. Inclusive education is also gaining ground and over the years, despite being a topic that is increasingly in evidence, the number of inclusive institutions is still small for the number of deaf people in Brazil in practice, because in theory, according to the law are all inclusive. In the context of inclusion, the approximation of the school space in two teaching institutions and accompanying three different teachers, was what instigated the development of this work. From this, the following question arises: from the case study in the schools mentioned above, how are the practices of teaching Geography for deaf students? The objective of this work is to understand the practice of teaching Geography for deaf students, in schools in the context of inclusion in Fortaleza, through exploratory research, field research and interviews with teachers. In addition to reflections on how Geography teaching is for deaf students, and how different methodologies can improve both the student's personal and social development, and facilitate the understanding of Geography for deaf students.