CHALLENGES OF TEACHING PHYSICS TO DEAF STUDENTS: SYNTHESISIZING CONSIDERATIONS IN A COLLECTIVE SUBJECT DISCOURSE

• DOI: https://doi.org/10.22533/at.ed.558472423021

• Palavras-chave: Deaf Education, Physics Teaching, Inclusion

• Keywords: Deaf Education, Physics Teaching, Inclusion

• Abstract:

  Diversity education and overcoming challenges in the classroom are faced daily by the school community, with the education of the deaf being an example of coping. In particular, this work focuses on teaching Physics to deaf students, and the challenges relating to the conceptual complexity and mathematics involved. In the context of Inclusive Education for the Deaf, obstacles in the dynamics between teacher, Libras Interpreter Translator (TILS) and deaf student have been discussed in different literature reviews. The reviews published between 2017 and 2022 constitute the objects of this work, being revisited and analyzed using the Collective Subject Discourse (CSD) technique. When using DSC, the aim is to simplify information, highlight concepts and avoid inappropriate generalizations. The DSC presented here brings together the difficulties in teaching, training, teaching action and structural and pedagogical obstacles, providing a unified discourse on the topic. The research identifies barriers in teaching Physics, failures and successes in teaching proposals, as well as difficulties in learning scientific concepts in Libras. The study highlights the continued importance of research, discussion and reflection on public policies in deaf education.