Ensino de física baseada na experiência visual: um estudo com alunos surdos do ensino médio da educação básica

Abstract

Nowadays, one of the themes mostly discussed in education is the inclusive education. The focus of the present work is the inclusion of deaf students under the physics education perspective. The researcher is empirical of qualitative-descriptive nature, and is based in the visual experience of the deaf students. We propose to investigate, based on a case study, if a material made focusing the space-visual contributes to the learning of physics contents and to the effective inclusion of the deaf students in a regular classroom. In the investigation process, it was prepared and applied a material that presents strategies of experimentation involving a sequence of activities addressing the fundamental concepts of the Geometrical Optics. The proposal was drafted and based on the Vigotski’s theories about thought, language and defectology, and in the Ausubel theories of meaningful learning and prior knowledge. In the course of the researcher, we seek to comprehend in what way the use of the ideas present in this proposal can help the deaf students to understand physics concepts, and if they can arouse the interest of the students to the comprehension to other physics contents. The target audience was a group of deaf students which were in the third year of the secondary school of a public school of the Maceió city from the state of Alagoas in Brazil. In all of the meetings with the deaf students, there was an interpreter to ensure bilingual communication and that students were free to express by Libras. The tools to collect the data were written records in activities and surveys, researcher diary, images of the events in the meetings and carried out discussions. Among the factors, there were observed the development of conceptual contents, the built-up relations with the students daily, their procedure attitudes and actions. Care was taken to consider the culture and experience of the students involved in the researcher. Taking the results into account, ones can say that the proposal was accepted by the deaf students. Within the Brazilian reality of inclusion of the deaf students in the regular classrooms, the proposal based on experimentation enhances the learning of deaf as well as hearer students, and contributes to minimize the differences between them. Inside the prospect presented in the present work, it is recommended a different view to the necessity of the deaf community aiming to overcome their difficulties. It is a challenge that does concern not only the teacher, but all people involved in the processes of teaching and learning.