O professor e a inclusão educacional: aspectos didáticos do processo de ensino e aprendizagem de Ciências Biológicas para Surdos

The respective work analyzed how biology teachers act in the learning process, in classroom of public schools, looking a regular education with deaf students. The pedagogies proposed used by the teachers are verified, as well a interaction between interpreter and teacher to facilitate the learning of these students. The performance of teachers are linked to learning and development of the deaf student, since the subjects of biology requires special attention, it’s content with a vast information. Based on this context our objective was to analyze the pedagogical proposals of teachers on the discipline of biology with deaf students included in regular rooms. Observing the interaction between teacher and deaf student in the process of teaching and learning, one can identify the main difficulties that biology teachers presents in relation to pedagogical proposals involving this students, for these questions we seek to understand how is the inclusive process of students in the school environment and your relation to biology teaching, this research was carried out in two schools in Vitoria de Santo Antao - PE, these establishments contemplate high school students and present a large number of deaf students. Research has shown that biology teachers do not feel apt to work with deaf students, demonstrating difficulty in the process of teaching. Our final considerations show that there’s a gap between the content, teacher and the deaf student, leaving this student prejudiced in relation to the understanding and learning they should have at end of the school year.