Ensino de biologia para alunos surdos como prática emancipatória e remoção de barreiras atitudinais: uma análise da produção acadêmica dos anos de 2013 a 2022
Carregando...
Tipo
TCC
Data de publicação
2022-06
Periódico
Citações (Scopus)
Autores
Souza, Thiago Cardoso de
Orientador
Castro, Adriano Monteiro de
Título da Revista
ISSN da Revista
Título de Volume
Membros da banca
Programa
Resumo
A inclusão social tem sido foco de inúmeras discussões e pesquisas nos últimos tempos, podendo ser trabalhada na perspectiva de diferentes grupos, sejam eles caracterizados por sexo, raça, origem étnica, poder econômico, religião ou deficiências. No caso dos deficientes, os debates sobre a sua inclusão podem ser considerados recentes, porém a construção das noções a respeito desse grupo se inicia desde o século XVIII, sendo elas baseadas em misticismos e ocultismos, e influenciando diretamente na invisibilidade desse grupo nos espaços sociais. Considera-se esse cenário como influência direta em como esses grupos são vistos nos dias de hoje, o preconceito e marginalização que sofrem, além das barreiras atitudinais interpostas nas relações com outras pessoas, o que no caso específico das pessoas surdas, associado à sua dificuldade de comunicação, pode dificultar sua interação com o mundo. Nesse sentido, entendendo o ensino de biologia como uma ferramenta que auxilia a desenvolver a alfabetização científica, formando indivíduos sensíveis e conscientes de seu próprio papel na sociedade, o presente trabalho procurou analisar singularidades do ensino de Biologia no contexto da educação de alunos surdos e, deste modo, buscou também identificar temas dentro da biologia que favoreçam a remoção de barreiras atitudinais e preconceitos. Para isso foi realizada uma pesquisa qualitativa, a partir da análise comparativa e categórica de 20 produções sobre o ensino de biologia para alunos surdos e ao todo foi possível encontrar sete categorias: “metodologia de ensino”, “educação inclusiva”, “libras”, “criação de materiais didáticos”, “ensino-aprendizagem de alunos surdos”, “serviços de apoio interno” e “formação de professores”, as quais demonstram a ausência de pesquisas que direcionem o ensino de biologia à quebra de barreiras atitudinais e preconceitos, mas que ao mesmo tempo se preocupam com novas práticas e metodologias de ensino em biologia para alunos surdos.
Social inclusion has been the focus of numerous discussions and research in recent times, and can be worked from the perspective of different groups, whether they are characterized by sex, race, ethnic origin, economic power, religion or disabilities. In the case of the disabled, the debates about their inclusion can be considered recent, but the construction of notions about this group begins since the 18th century, being based on mysticism and occultism, and directly influencing the invisibility of this group in social spaces. This scenario is considered as a direct influence on how these groups are seen today, the prejudice and marginalization they suffer, in addition to the attitudinal barriers interposed in relationships with other people, which in the specific case of deaf people, associated with their difficulty of communication, can make it difficult in your relationship with the world. In this sense, understanding the teaching of biology as a tool that helps to develop scientific literacy, forming individuals who are sensitive and aware of their own role in society, the present work seeks to analyze singularities of the teaching of Biology in the context of the education of deaf students and, in this way, it also seeks to identify themes within biology that favor the removal of attitudinal barriers and prejudices. For this, a qualitative research was carried out, from the comparative and categorical analysis of 20 productions on the teaching of biology for deaf students and in all it was possible to find seven categories: "teaching methodology", "inclusive education", "libras", “creation of teaching materials”, “teaching-learning of deaf students”, “internal support service” and “teacher training”, which demonstrate the absence of research that directs the teaching of biology to breaking down attitudinal barriers and prejudices, but at the same time they are concerned with new teaching practices and methodologies in biology for deaf students.
Social inclusion has been the focus of numerous discussions and research in recent times, and can be worked from the perspective of different groups, whether they are characterized by sex, race, ethnic origin, economic power, religion or disabilities. In the case of the disabled, the debates about their inclusion can be considered recent, but the construction of notions about this group begins since the 18th century, being based on mysticism and occultism, and directly influencing the invisibility of this group in social spaces. This scenario is considered as a direct influence on how these groups are seen today, the prejudice and marginalization they suffer, in addition to the attitudinal barriers interposed in relationships with other people, which in the specific case of deaf people, associated with their difficulty of communication, can make it difficult in your relationship with the world. In this sense, understanding the teaching of biology as a tool that helps to develop scientific literacy, forming individuals who are sensitive and aware of their own role in society, the present work seeks to analyze singularities of the teaching of Biology in the context of the education of deaf students and, in this way, it also seeks to identify themes within biology that favor the removal of attitudinal barriers and prejudices. For this, a qualitative research was carried out, from the comparative and categorical analysis of 20 productions on the teaching of biology for deaf students and in all it was possible to find seven categories: "teaching methodology", "inclusive education", "libras", “creation of teaching materials”, “teaching-learning of deaf students”, “internal support service” and “teacher training”, which demonstrate the absence of research that directs the teaching of biology to breaking down attitudinal barriers and prejudices, but at the same time they are concerned with new teaching practices and methodologies in biology for deaf students.
Descrição
Palavras-chave
ensino de biologia , barreiras atitudinais , inclusão social , surdez , ensino inclusivo , alfabetização científica , biology teaching , attitudinal barriers , social inclusion , deafness , inclusive education , scientific literacy