VISUAL PEDAGOGY IN SCIENCE CLASSES WITH THE DEAF: INCLUSIVE PRACTICES OF THE TEACHER AND THE INTERPRETER

Abstract

This research analyses didactic situations adopted by the teacher and the LIBRAS interpreter, and
targeted to deaf students. It’s been adopted the qualitative approach, which allows the
comprehension and interpretation of the data get in interview and systematic observation of two deaf
students a Science teacher and a LIBRAS interpreter. Observing classes of Science with oral
exposition and some learning difficulties on the content: vertebrate animals, a didactic-pedagogical
proposal was applied with a video lesson interpreted in LIBRAS for deaf and hearing people. A video
lesson expanded the use of the visual resources in the Science classes with deaf students, shared
with the teacher and the interpreter of LIBRAS in teaching the content “Vertebrate animals”. The
pedagogical practice with deaf students must be resignified in a partnership with the teacher, the
interpreter and the deaf students, for they face handicaps adopting teaching communication and
assessment strategies based on the theoretical principles of the Visual Pedagogy.