Deaf and hearing perceptions about visual pedagogy in science classes

Abstract

The challenge is still great for all students to feel included in the activities proposed by the school. Referring to deaf students, this challenge also presents itself, as it is necessary to understand their identities, culture and sign language. The objective of this article is to analyze deaf and hearing perceptions about visual pedagogy in science classes. The methodology used was a qualitative approach, descriptive in nature and of a case study type. The technique used was interviews with deaf students, a hearing teacher and a Libras interpreter. The results showed that there are signs of Visual Pedagogy through some classes using visual elements. It was also evident that the teacher's pedagogical practices need to be redefined, in the sense of thinking about more visual strategies for teaching deaf people and using them in the classroom.