Ensino de geografia: perspectivas da educação de surdos na Escola Estadual Tavares Bastos em Maceió-AL

Abstract

The research approaches the teaching of geography, as well as its methodologies and education for deaf people from an inclusion perspective: Teaching Geography: Perspectives on the education of deaf at Escola Estadual Tavares Bastos in MaceióAL and its main issue is to understand how the practice of teaching geography for deaf students work and how the teacher articulates the knowledge of his training contributing to the geographical literacy of the students. The general objective of this research is to analyze the practice of geography teaching to deaf students in school and rethink about the accessibility of these students in Geography classes. In regard to that, the methodology of this qualitative case study consisted of a brief interview previously elaborated through a virtual questionnaire containing ten questions that were subdivided between background, everyday experiences and on the relationship with a sign language interpreter applied to teachers. Who were willing to participate in the research. In the main results, it was noted that among the gaps in the educational inclusion policies, in the school, teachers are able to articulate what they learned in training using methodologies that explore the visual space such as: figures, maps, subtitled video clips or in LIBRAS. It was also noticed the need for a relationship of complicity between the teacher and the sign language interpreter, as well as the importance of diagnosis for planning school activities and thus including the interpreter in this process, distinguishing the role of the teacher and the interpreter. Therefore, the research with initial and unfinished samples is intended to contribute to discussions aiming to be a reference on methodologies for teaching geography and education of deaf students in line with the concept of inclusion, resignifying the teaching practice of the Geography teacher.