O ensino de história para o aluno surdo: inclusão e o uso da fotografia para o ensino de história de Marabá-PA

Abstract

This work presents the possibility of inclusive history teaching for deaf students through the use of photography as a didactic element for teaching and learning local history in Marabá. The concepts of teaching history, local history and inclusive education are the central terms present in this research, these concepts were studied in order to analyze the social configurations, in a historical system of exclusion of people with disabilities in society. A chronological sequence of historical events about education in Brazil, the process of institutionalization of education for people with disabilities and the teaching of history in the 1960s to 1990s were observed. We also approach the social paradigms and educational models for people with disabilities, emphasizing the inclusive education model, as well as the rights and legal guarantees of people with disabilities acquired over the centuries of struggle. We seek to discuss the relevance of teaching local history in the student's life. We developed a reflection on photography that, in addition to being a historical source, it was analyzed from the perspective of a teaching-learning methodological tool for a class with deaf students, in such a way, we created a pedagogical teaching material that aims to assist in the teaching-learning process of local history.