Estudantes com hipoacusia num estudo sobre microrganismos: contribuições de uma unidade de ensino potencialmente significativa

Abstract

Due to the learning difficulties of deaf and hearing students on microorganisms, the present investigation had as general objective: To evaluate the contribution of a PMTU on microorganisms for a critical critical learning and to overcome difficulties of deaf students in classrooms common in the series Identify the alternative conceptions of deaf students on microorganisms; Investigate the potential of the PMTU to break down learning barriers on micro-organisms in deaf students, making learning more critical and meaningful; Produce accessible instructional material for deaf people on microorganisms, such as videogames and game as a didactic strategy implemented to the PMTU. The research subjects were deaf students and class listeners of the 7th year of a public school, located in Natal / RN. They answered questionnaires and the deaf also made a visual test before applying the PMTU. The analysis showed that most of the students, both hearing and deaf, presented incoherent understanding (CI) or were without comprehension (SC) of the concepts about microorganisms. Deaf students correlate microorganisms only with dirt and poor hygiene and could not associate with diseases, and few listeners understood some of the benefits of microorganisms. PMTU cooperated in meaningful critical apprenticeship of hearing students, who were able to understand the importance of microorganisms to the environment and their health, but deaf students had more difficulties because of the language and signs still unknown. The hearing-impaired students were interested and participative in all the classes, also to the listeners. While deaf students prefer the use of pictures, listening students choose to use the terms in Portuguese to correlate concepts. There was integration, not inclusion, of students in the classroom, most of the time, because these students develop the tasks proposed, usually in groups only deaf. Another obstacle to the teaching of science to deaf students is the lack of teacher training and knowledge of the deaf culture, as well as a standardization / dissemination of the scientific terms in LIBRAS for teachers interpreters. These results served as a subsidy for the validation of the PMTU and the creation of a glossary in LIBRAS with signs used in microbiology so that deaf students can also understand and recognize the different microorganisms as well as their relevance in a priority visual proposal.