Trajetórias e saberes entre professores ouvintes e alunos surdos: ensinar Biologia na diferença

Abstract

The bilingual teaching to deaf people presents characteristics that differentiate it from teaching hearing students which, for many teachers, difficults it. But what characteristics are these? How can hearing teachers trespass the limit of difference and produce new knowledge that allow not only the teaching, but also the effective learning of deaf students? The day to day experiences of a deaf school Instituto Nacional de Educação de Surdos, INES influence the construction and mobilization of said knowledge? Understanding these questions does not mean to say wich way the teachers of deaf students must follow. Our goal, based on the analysis of interviews with three Biology and Natural Sciences hearing teachers of INES, is to know the paths they trailed in the world of deaf students, analysing their teaching knowledge. For such, were supported by two conceptions: one related to the view of teaching knowledge as a know-how, a know-to-be, a process, a constant moving, that built itself on the everyday of the teacher, being made by a junction of knowledge; the other, related to the understanding of deafness for beyond the lack of hearing, the understanding of deafness as a visual experience, a cultural trait. We could identify many elements that characterize the teaching of Biology and Natural Sciences to the deaf public and conclude that the knowledge of teachers are produced in intimate relation with their students, colleagues and some aspects of school culture that marks this institution.