Reflexões sobre a formação de professores de química na perspectiva da inclusão e sugestões de metodologias inclusivas aos surdos aplicadas ao ensino de química

Abstract

From a historical perspective, it can be noticed the difficulties in the path of the Deaf in building up their social movements due to the crystallization of an ideal behavior created by listeners. Although the deaf society has their rights been guaranteed by law, we often have the linguistic and educational marginalization of those individuals, which suffers from prejudice and, consequently, exclusion. In this work, therefore, aspects related to educational inclusion the Deaf are mentioned in order to expand the participation of this group within the educational process, by breaking paradigms. The research focused on aspects related to the teaching of chemistry, and its current state in regular state public High Schools in the urban area of Juiz de Fora − MG, by linking the three groups involved to achieve an inclusive education: teachers, interpreters and Deaf students. This work also sought for ideas and perspectives from the experiences of the three groups, aiming to diagnose the possible relationships within the social, political and historical reality framework for the variables generated in the educational field. This survey, conducted in 2013, included 34 schools in 27 neighborhoods. All Chemistry teachers and interpreters received a closed questionnaire, and to the Deaf students of those institutions it was applied an interview in Portuguese and Libras, according to their needs. It has been obtained feedback from 29 teachers, 6 interpreters and 6 students. The present study had an exploratory and descriptive research characteristic, based on the inductive method; the interpretation of the data has been performed with the help of the software SPSS - Statistical Package for Social Sciences. The survey data had been interpreted with a qualitative approach, with the discussion focused on content analysis. It is imperative to have a better social, cultural and linguistic approximation of the listeners with Deaf people in the classroom, which can be obtained from the relationship construction between students, teachers and interpreters. Thus, in a second step of this work, there was a study on alternative teaching methodologies that could be used or developed, valuing the individuality of students; these alternative methodologies intended to bring together the teaching techniques and the reality the students are inserted in, helping the creation of a more conscious worldview. In this conjecture, the project resulted in suggestions of teaching strategies in Out-of-School Contexts, three experimental suggestion and two Information Technology examples that enrich the visual aspects and give cognitive support in the subject-object interaction. In this dissertation, it has been sought to emphasize the importance of initial and continuing training of teachers, so they can offer an inclusive quality education. Additionally, this dissertation aims at promoting a reflection on the importance of educational research in the teaching of chemistry, emphasizing policies that could promote inclusion and integration of the Deaf in Scientific Literacy.