Ensinando com imagens e as próprias mãos: as aulas de história em classes bilingues de surdos em Aracaju/SE

Abstract

The objective of this dissertation is to analyze the teaching practices of History in an institution that offers Bilingual Education in the municipality of Aracaju, the capital of Sergipe, specifically the Instituto Pedagógico de Apoio à Educação do Surdo de Sergipe (IPAESE). Although discussions relating History teaching and deafness have increased in recent years, this remains a topic that is still scarcely debated. Thus, this qualitative study was conducted through participant observation of the classes of a History graduate teacher, fluent in Libras, with five years of experience in bilingual deaf classrooms, as well as through an interview with this teacher. The research is based on the ideas of Klaus Bergmann, bringing the proposal of reflecting on the empirical, reflective and normative tasks of the Didactics of History. In other words, how History teaching for deaf students is, how it can be, or how it should be. Furthermore, the study is also supported by Jörn Rüsen’s concept of historical consciousness. The analysis of the results allowed the conclusion that, despite the challenges involved in explaining historical content, it is possible to teach History to deaf students with quality and detail in a bilingual setting, provided there is commitment and collective effort in various aspects.