Ensino de Física para pessoas surdas: o processo educacional do surdo no ensino médio e suas relações no ambiente escolar
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Data
2012-02-06
Autores
Alves, Fabio de Souza [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presença do aluno surdo na sala de aula comum já é uma realidade. Este estudo tem como objetivo investigar e compreender como ocorre o processo de ensino/aprendizagem em Física de uma aluna surda presente em uma sala de aula da terceira série do ensino médio de uma escola pública do Estado de São Paulo. Nossos sujeitos são professor de Física e uma aluna surda que possui a habilidade de leitura orofacial (LOF) e não possui tutor/interprete de Língua de Sinais no ambiente escolar. Partimos das concepções sócio-interacionistas de Vygostsky e Bakthin para apropriação compartilhamento e posterior apropriação dos conceitos físicos. Nossa pesquisa é qualitativa e para coleta dos dados utilizamos três fontes de pesquisa: a observação das aulas de Física cujos temas elaborados e trabalhados pelo professor foram carga elétrica, força elétrica e campo elétrico. Na segunda fonte de dados da pesquisa, realizamos uma entrevista estruturada com o professor de Física composta de vinte uma questões, respondidas por escrito pelo professor. Na terceira fonte de dados foi aplicada entrevista estruturada com a aluna surda composta de trinta e seis questões preparadas pelo pesquisador e três questões de física sobre os conteúdos trabalhados em sala de aula aplicadas pelo professor de Física em uma prova. Com base na análise textual discursiva foram analisados os dados das entrevistas do professor e da aluna surda e das observações em sala de aula em unidades de significado e posteriormente reunidas em categorias de análise. Nas observações de sala de aula encontramos cinco categorias correspondentes a: interações recíprocas da aluna surda com os alunos ouvintes; interações com o professor de física; sobre o processo de ensino de física, sobre os procedimentos de avaliação; e sobre a indisciplina...
The presence of deaf students in the classroom is already a common reality. This study aims to investigate and understand how is the process of teaching / learning in physics of a deaf student present a classroom of third grade of secundary education at a public school of São Paulo State. Our subjects are physics teacher and a deaf student who has the skill of lip reading (LOF) and no translator/interpreter of sign language in the school environment. We started the social-interactionist conceptions of Vygotsky and Bakhtin to share ownership and subsequent appropriation of Physical concepts. Our research is qualitative data collection and use three sources: the observations of physics classes with themes designed and worked by the teacher were electric charge, electric force and electric field. The second source of research data, we conducted a structured interview with physics' teach of consists of twenty one questions answered in writing by the teacher. The third data source was applied structured interview with the deaf student composed of thirty-six questions prepared by the researcher and three questions about the content of Physics worked in the classroom by a professor of applied physics in a race. Based on the discursive textual analysis analyzed data from interviews of the teacher and deaf student and classroom observations in units of meaning and subsequently grouped into categories of analysis. In classroom observations are five categories corresponding to: reciprocal interactions of deaf student with hearing students, interactions with the professor or physics, about the teaching of physics, on the assessment procedures, and on indiscipline in room classrrom. In the analysis of the interview with the teacher found six categories of analyses which are: the perceptions of teachers about deafness perceptions teachers have about teaching and learning of the deaf... (Complete abstract click electronic access below)
The presence of deaf students in the classroom is already a common reality. This study aims to investigate and understand how is the process of teaching / learning in physics of a deaf student present a classroom of third grade of secundary education at a public school of São Paulo State. Our subjects are physics teacher and a deaf student who has the skill of lip reading (LOF) and no translator/interpreter of sign language in the school environment. We started the social-interactionist conceptions of Vygotsky and Bakhtin to share ownership and subsequent appropriation of Physical concepts. Our research is qualitative data collection and use three sources: the observations of physics classes with themes designed and worked by the teacher were electric charge, electric force and electric field. The second source of research data, we conducted a structured interview with physics' teach of consists of twenty one questions answered in writing by the teacher. The third data source was applied structured interview with the deaf student composed of thirty-six questions prepared by the researcher and three questions about the content of Physics worked in the classroom by a professor of applied physics in a race. Based on the discursive textual analysis analyzed data from interviews of the teacher and deaf student and classroom observations in units of meaning and subsequently grouped into categories of analysis. In classroom observations are five categories corresponding to: reciprocal interactions of deaf student with hearing students, interactions with the professor or physics, about the teaching of physics, on the assessment procedures, and on indiscipline in room classrrom. In the analysis of the interview with the teacher found six categories of analyses which are: the perceptions of teachers about deafness perceptions teachers have about teaching and learning of the deaf... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Física (Ensino médio), Aprendizagem, Surdos - Educação, Língua brasileira de sinais, Teaching, Physics - Teaching, Deafs - Education
Como citar
ALVES, Fabio de Souza. Ensino de Física para pessoas surdas: o processo educacional do surdo no ensino médio e suas relações no ambiente escolar. 2012. 164 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências, 2012.