O ensino de ondas sonoras para alunos com deficiência auditiva utilizando um kit experimental sensitivo e uma sequência didática
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Data
2018-12-13
Autores
Gomes, Mariana Rubira [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho se baseia nas inquietações surgidas na tentativa de propiciar um ensino adequado de Física às pessoas com deficiência auditiva e surdas. Ao refletir sobre a temática em questão, percebe-se que os professores não estão preparados para receber esses alunos no ambiente escolar. A inclusão está presente nas salas regulares de ensino, mas infelizmente ela não tem sido subsidiada como deveria. Não basta inserir o aluno na sala de aula, incluir vai além, é preciso metodologias que proporcionem um desenvolvimento humano efetivo a todos os alunos, ouvintes e surdos. A proposta desenvolvida nesta pesquisa vai ao encontro dessa dificuldade. Foi desenvolvido um kit experimental explorando o sentido da visão e sensações táteis para ensinar as qualidades fisiológicas do som. Para trabalhar com o kit foi montada uma sequência didática contendo recursos e atividades diversificados com ênfase na abordagem experimental e exploração sensorial. As atividades possibilitaram entender: como ocorre a interação dos alunos surdos com o kit experimental, e se ele pôde propiciar a compreensão do comportamento das ondas sonoras. Ao longo das atividades foram aplicados questionários e roteiros experimentais por meio dos quais os alunos descreveram suas experiências, percepções e conteúdos adquiridos durante as aulas. Os resultados obtidos foram satisfatórios, uma vez que permitiram concluir que o ensino de Física, em especial o estudo das ondas sonoras, é possível de ser realizado na perspectiva da inclusão de alunos surdos.
The current work is based on the concerns that have arisen attempting to provide adequate Physics teaching to the deaf and hearing-impaired people. When reflecting on the subject in question we realized that teachers are not prepared to receive these students in the school environment. Inclusion is present in regular teaching rooms, but unfortunately, it has not been subsidized as it should. It is not enough to insert the student in the classroom, inclusion goes beyond that, it is necessary methodologies that provide an effective human development to all students, hearing and deaf. The proposal developed in this research goes towards this difficulty. An experimental kit was developed exploring the visual resources and tactile sensations to teach wave and physiological qualities of sound. To work with the kit a didactic sequence containing diversified resources and activities was assembled with emphasis on experimental and sensory exploration. The activities made it possible to understand how deaf students interact with the experimental kit, and if it could provide an understanding of the behavior of sound waves. Throughout the activities, questionnaires were applied for students to describe their experiences, perceptions, and content acquired in class. The obtained results were satisfactory since they allowed to conclude that the Physics teaching, especially the study of sound waves, is possible to be carried out in the perspective of inclusion of deaf students.
The current work is based on the concerns that have arisen attempting to provide adequate Physics teaching to the deaf and hearing-impaired people. When reflecting on the subject in question we realized that teachers are not prepared to receive these students in the school environment. Inclusion is present in regular teaching rooms, but unfortunately, it has not been subsidized as it should. It is not enough to insert the student in the classroom, inclusion goes beyond that, it is necessary methodologies that provide an effective human development to all students, hearing and deaf. The proposal developed in this research goes towards this difficulty. An experimental kit was developed exploring the visual resources and tactile sensations to teach wave and physiological qualities of sound. To work with the kit a didactic sequence containing diversified resources and activities was assembled with emphasis on experimental and sensory exploration. The activities made it possible to understand how deaf students interact with the experimental kit, and if it could provide an understanding of the behavior of sound waves. Throughout the activities, questionnaires were applied for students to describe their experiences, perceptions, and content acquired in class. The obtained results were satisfactory since they allowed to conclude that the Physics teaching, especially the study of sound waves, is possible to be carried out in the perspective of inclusion of deaf students.
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Palavras-chave
Inclusão, Deficiência auditiva, Ensino de física, Physics teaching, Inclusion, Hearing disabilities