Estudo da reprodução humana em um contexto inclusivo com estudantes surdos: em foco as aulas de Ciências para o Ensino Fundamental II

Abstract

The educational process favors the construction of citizenship, in addition to contributing to the formation of critical, reflective, and autonomous individuals. Based on this premise and on Vigotski's studies, we understand that human development occurs from relationships established through social interactions mediated by language. For the deaf, the relationship with the world is effective with the Brazilian Sign Language (Libras) as the first language (L1) and Portuguese, in the written modality, as the second (L2), according to the assumptions of Bilingual Education and Bicultural. Thus, considering the linguistic and cultural differences of the deaf community, it is essential to establish contact with this group with their peers and listeners who are fluent in Libras, seeking to ensure linguistic accessibility and the right to learn. This presupposes respecting the condition of a social group that represents a linguistic minority, favoring the use of Libras in different spaces, in addition to valuing communication based on visual aspects. In this sense, this work sought to understand the importance of imagery resources to favor students' learning and autonomy. In methodological terms, the research is of a qualitative nature, with an ethnographic approach, in which we carried out a bibliographic survey on the use of Visual Pedagogy in Science teaching. Then, we proposed a sequence of activities to study the theme “Sex, sexuality and human reproduction”, seeking to use elements of Visual Pedagogy to favor learning in two classes of the 8th Year of Elementary School of a public school in the town of Viçosa, Brazil. General. The first class had seventeen students, one of them deaf, and the second fourteen. The activities were divided into four fifty-minute classes and had the participation of the deaf teacher, the Libras Educational Interpreter, the Science teacher, and the researcher. The theme under study mobilized ludic methodological strategies that placed students as protagonists, highlighting Visual Pedagogy, in addition to favoring autonomy and contributing to the socio-cognitive development of the participants. We believe that this can contribute to new investigations, considering the importance of prioritizing visual resources in Science and Chemistry teaching in inclusive spaces.