Banca de DEFESA: ANAMARIA MIGNEZ MARTINEZ DE SOUZA

Physics Teaching Laboratory Potentialities as an inclusive teaching tool for Deaf students

Physics teaching laboratory, deaf, inclusion, Inclusive teaching

The implementation of inclusive policies is one of the current challenges of Brazilian education. With the arrival of the new century, there were changes and social restructurings, which demanded efforts for adaptation and development, of subjects who assumed their previously ignored positions in society, including the insertion of women in the labor market, the renewal of religious relations, the rights of persons with disabilities, among others. Thus requiring a new positioning of the school. And in this context, the scientific field cannot be neglected. In this paper we propose to analyze the potential with which the Didactic Laboratory of Physics Teaching can collaborate with the inclusive teaching of Deaf students. In order to know what has been discussed by authors in the field and what they attribute to this teaching tool focusing on inclusive teaching. To develop this question we first look at the historical and social construction of inclusive policies in order to clarify the more subjective nuances that involve developing work in this scenario. We also consider it is necessary to take a close look at the issues of deaf culture in order to educate the reader about what we consider extremely necessary for those who intend to work with deaf students. During the research, we identified the potential of the didactic laboratory for the inclusive teaching of deaf students, pointed out in the works carried out in the last decade and published in the main magazines and events in the area. The choice for such vehicles was given that we believe that in them, knowledge will be more democratized and accessible to teachers, who face this demand in the basic education system, when compared to theses and dissertations for example. The search was done in the annals of the 3 main events in the area of physics education; ENPEC, EPEF and SNEF, and was based on the title of the works and keywords, searching for the words; inclusion, deaf, non-hearing and hearing impaired. In addition to the events, we searched the CAPES periodical portal and through academic google, for articles that worked on the didactic laboratory for teaching physics and the inclusive education of deaf students. Then the works found were filtered by the abstract and made the investigation through their documentary analysis. The purpose of the research is to deal with the didactic laboratory and the inclusion, so we selected the works that mentioned experimentation, experiments, practices and laboratory for a deeper reading. We found articles that worked with laboratory practices with deaf students, from an inclusive perspective. We look at the surveys made by the authors to list the potential contributions of the didactic laboratory to inclusive education.