A avaliação da aprendizagem de estudantes surdos: um estudo no contexto do ensino de química do Instituto Federal Sul-Rio-Grandense em Pelotas/RS

Abstract

This research has the general objective of understanding how the evaluation of the learning of deaf students in the discipline of Chemistry at the Instituto Federal Sul-rio-grandense, at the Pelotas campus and Visconde da Graça campus, is shown. This research has a qualitative character and was divided into two moments. The first moment was the analysis of the current laws and guidelines on the Assessment of Learning in Education for the Deaf and an Exploratory Study on the CAPES/CAFE platform. In the second moment, the analyzes were developed based on an empirical study carried out through interviews with teachers, deaf students, and educational psychologists at the Instituto Federal Sul-rio-grandense campus Pelotas and Instituto Federal Sul-rio-grandense câmpus Visconde da Graça (CaVG). Through the interviews carried out, three final categories were originated, defined as: Understanding, Experience, Adversities and Resources Used in the Assessment of Learning in Deaf Education through the Teacher's Perspective; The Importance of Specialized Educational Assistance and the view of educational psychologists in the Assessment of Learning; The reflections and suggestions of deaf students in the context of inclusion and assessment of learning in Chemistry Teaching. As a result, some existing gaps were perceived, such as lack of teacher training, lack of dialogue between teachers, students and the AEE sector within institutions, lack of awareness about deaf specificities, exclusionary inclusion, lack of specialized professionals, language barriers and assessments inconsistent. The reports showed that evaluating students' learning in Chemistry requires approaches that are adequate and sensitive to their educational needs. In this sense, collaboration between educators, deaf students, the AEE sector and the school community as a whole is essential to ensure fair and inclusive assessments in Chemistry and in all subjects.