O ensino de geografia para alunos surdos : análise de práticas pedagógicas em escolas inclusivas e bilíngues

Abstract

When reflecting on the teaching of Geography to deaf students in inclusive and bilingual schools, our research objective aims at analyzing the pedagogical practices developed by Geography teachers in inclusive schools in the cities of Campina Grande, Aroeiras and Gado Bravo, which work as references in the education of deaf people in the state of Paraíba. The specific objectives are: to rescue elements from the history of education legislation for the deaf; to characterize the specificities of inclusive education and bilingual education with an emphasis on Geography teaching; to relate Visual Pedagogy with the teaching of Geography for the deaf; and to identify the pedagogical practices and visual resources used in teaching Geography. To theoretically support this work, we rely on authors such as Gesser (2006), who deals with deaf culture as a socio-historical construction that is distinct from hearing culture; Karnopp (2021) when exposing the relevance of school and the need for deeper understanding of bilingual education and deaf culture; Lebedeff (2010), who investigated the conception and use of visual literacy strategies in the education of deaf students, defending pedagogical practices based on the visual experience of the deaf. Considering the discipline Geography, we use the reflections of Callai (2008) who, in his approaches, aims to understand the specificities of the subjects and the place where they live; Santos Neto (2019), who proposes reflections on the practice of teaching Geography specifically in Deaf Education based on Visual Pedagogy; Pena (2018), who presents experiences of bilingual and inclusive schools. Regarding the research methodology, we used a qualitative approach of an exploratory nature, based on Gerhardt and Silveira (2009), to understand the social phenomena studied from the perspective of research participants through techniques such as interviews and document analysis. Data were collected from interviews carried out with three Geography teachers, 2 from bilingual schools, 1 from an inclusive school and class monitoring in one of the schools. Through data analysis, we concluded that the pedagogical practices investigated are broadly connected to a Visual Pedagogy used in teaching Geography from a bilingual perspective, and contribute to the development of critical thinking and autonomy of deaf students. Thus, through the results, we provide Geography teachers with opportunities to reflect and learn regarding methodologies and pedagogical practices in teaching Geography to deaf students based on existing knowledge approached from the experiences of the interviewees and experienced by deaf students with possibilities of access to geographic knowledge.