Ensino de sociologia e estratégias pedagógicas para alunos surdos no ensino médio.

Abstract

Sociology is a subject, which includes reflexive questions about social identity – a fact that makes it an important knowledge for the human being growth, especially High School students, who are concluding the basic education and are under pressure to define their future choices. For the deaf students the content in Libras (Brazilian Sign Language) is still scarce, and this fact leads to discussions about deaf students’ inclusion in Sociology classes, questioning the inexistence of pedagogical strategies in Libras for this subject. Therefore, this paper aims to identify relevant academic publications and measure their utility as adapted material in Libras to Sociological studies. For that, an exploratory study with bibliographic approach was made using the action research to collect data developed by a Libras interpreter and teacher in the Public System of Paraíba. The theory basis relies on researches who approach inclusion and its legal marks, High School changes, social and political responsibilities and deafness, such as Nascimento (2007), Mantoan (2003), Foucault (1998), Weber (1996), Goffman (1988), Quadros (2008), Perlin (1998), Strobel (2007), Campello (2007), Skliar (2001) and others who present facilitating practices for the teacher. This study focused on the games anchored on Assistive Technology (AT), Active Methodology (AM), Information and Communication Technologies (ICT), and visual resources to adapt the material for the deaf people’s accessibility. This research is considered important because it helps the Sociology teachers to improve their scholar practices through visual tools, which minimize the deaf students’ exclusion, contributing for the students’ own reality changes and their community’s reality