Ensino de geografia para surdos : os jogos no âmbito dos materiais didáticos

Abstract

The teaching of geography for the deaf using games as teaching material in geography classes enables ways to learn the content through curiosity and challenges proposed through the rules of games. The research brings the question of a problem that occurs with the education of deaf students in regular schools in the city of Cuiabá, what are the inclusive geographic teaching materials for deaf students that teachers have at their disposal in their work? This research has as a methodological proposal to work with inclusive educational geographic games for the teaching of Geography for deaf students, having as foundation the Common National Curriculum Base (BNCC). Games were chosen as a source of teaching material for the work of teachers. These games have an inclusion bias. The construction of inclusive educational geographic games to work the final years of elementary school is the main objective of this work. To achieve this goal, the way to achieve it is to analyze the structure of the Common National Curriculum Base so that the games are in accordance with the skills of geographic science. Demonstrate the difficulties faced by Geography teachers when meeting deaf students in their classroom, which usually occurs because there is no teaching material to work with the public of deaf students. The development of inclusive educational geographic games that work on concepts that are difficult to understand by all deaf and hearing students is essential for all students, these games enable the interaction of deaf and hearing students. The creation of games reinforces the theoretical references about children's learning through games and gives the Geography teacher the possibility of having inclusive teaching material to work with deaf students in the classroom. The inclusive educational geographic games, having as a bias the use of touch typing and the Portuguese language, allows all students in the final years of elementary school who are in the process of knowing the Brazilian Sign Language and, at the same time, the Portuguese language, to learn to typing and the Portuguese language. The results show that the main objective of the work was achieved, which was the construction of inclusive educational geographic games aimed at the public of deaf students in the final years of elementary school, based on the geographic concepts that are described within the Common National Curriculum Base. The final considerations present contributions such as rethinking the curriculum so that it is truly inclusive, providing opportunities for learning in a responsive and egalitarian way in the face of differences between students, creating interaction between deaf and hearing students from inclusive educational geographic games, enabling student learning through new teaching methodologies. Based on the work carried out, these contributions make it possible to apply a new teaching methodology to help teachers when they encounter deaf students in the classroom.