O uso de recursos visuais nas práticas pedagógicas com alunos surdos na educação básica: um estudo bibliométrico

Abstract

This study aimed to map the national publications related to the didactic-pedagogical process in the education of deaf students with a focus on the application of teaching strategies and visual resources in basic education. Thus, the question was: what resources, techniques and visual practices are reported in research on the schooling of deaf students in basic education, according to studies in order to meet their specific communicational needs thus promoting quality learning? The method adopted was inspired by a common protocol in integrative literature review studies. The databases researched were: Scientific Electronic Library Online - Scielo and Portal de Periódicos CAPES. The descriptors were used: visual pedagogy, deaf pedagogy, visual resources, inclusive education and learning, each combined with the word deafness and their respective, deaf and deaf. In the CAPES database the following search criteria were applied: search subject (advanced search), connectors 'any' AND 'is exact' and the criterion 'peer reviewed titles', in the years 2005 to 2021. In the Scielo database, the criteria were: the Boolean operators AND in all indexes, Portuguese language, full articles and open access, the combination of these keywords resulted in 10 searches in each, obtaining a total of 1,052 titles. After selection, 28 studies were included for detailed analysis. The results show a progression in relation to pedagogical practices suitable for deaf students, however, also points out the lack of studies that emphasize the importance of strategies based on visual pedagogy exploring the consequences in the school performance of deaf students and the need for teachers in adapting their methodologies, with practices that stimulate the interest of these students in the content covered, in different disciplines. It was concluded that visual strategies positively influenced the performance of deaf students in several subjects, contributing to a higher academic performance, as well as to increase the interest of these students in the mostly theoretical subjects and, consequently, favoring a closer exchange of these students with teachers and listener students.