ENSINO DE HISTÓRIA PARA O ALUNADO SURDO: DESAFIOS DA PRÁTICA DOCENTE

Abstract

This study, carried out through a qualitative research, points out reflections concerning the pedagogical practices aimed at the deaf public as students of the discipline of History. In order to understand the context of History teaching for deaf students and find methodological suggestions that facilitate this teaching-learning process, a bibliographical analysis was carried out. Therefore, the history of deaf education in Brazil, the current laws on the subject and the observations made by researchers such as Perlin (2002), Sacks (2005), Santos (2018), Verri and Alegro (2006) were taken into account., as well as the pedagogical proposals listed by the studied authors. The difficulty of teachers in transmitting the relevant concepts of the discipline of history to the Brazilian Sign Language and the harms of the lectures stand out. It is concluded that there is a need for the use of diversified classes and resources for the Teaching of History to be stimulating for the deaf, but few discussions on the subject were held and few suggestions for methodologies were shared by researchers in the area, thus leaving teachers unprepared for the practice of efficient didactics.