Estratégias pedagógicas para o ensino de genética para alunos surdos em escolas inclusivas e bilíngues

Abstract

This paper seeks to investigate the education scenario, specifically, the teaching of Genetics to which deaf students have access in Brazilian public schools and whether it ensures a quality teaching-learning, as well as to propose lesson plans that help the teacher, within their duties, to ensure an inclusive and democratic education. The aim of this work is to investigate the scenario of inclusive and bilingual education, specifically the teaching of Genetics to deaf students in Brazilian public schools. Based on this general objective, the specific objectives defined are: a) structure, with rationale, the theoretical framework studied for the realization of this work seeking to expose the scenario of inclusive and bilingual teaching of Genetics for deaf students and its implications in public schools; b) develop two lesson plans focused on the content of Genetics based on bilingual teaching with the help of the three pedagogical moments of Delizoicov and Angotti (1990); c) make these materials available to professionals who work with deaf students in the classroom of a public elementary school located in the municipality of Sorocaba. From the analysis of the theoretical reference addressed, it is understood that the deaf student's performance can be directly influenced by the teacher's preparation to work in various dynamics adapted in the classroom, the lack of communication between family and school and the failure in teaching methodologies used (SILVA, 2014). That said, two lesson plans were proposed based on bilingual teaching and inclusive education, which aim to help the teacher reflect on the inclusive teaching practice within Brazilian schools.