Surdo: trajetórias e vivência na aprendizagem geográfica

Abstract

This monograph deals with the university experience of deaf students who have a full degree in Geography at the Center for Higher Studies of Parintins in the State of Amazonas. It is qualitative in nature and for its realization the Phenomenological method was used, as well as the observation techniques, interviews and application of semi-structured questionnaires, ap-plied according to the availability of employees. It conducts a reflection on the trajectory of the deaf from the old age to the contemporary, analyzes the evolution that the deaf education-al methodologies have undergone and observes the achievements and struggles in the deaf culture, as well as the legal support surrounding the theme. . During the text there is also a reflection on the importance of Geography as a science capable of directing the understanding of the reality in which the deaf is inserted, as transformed and transformer of that reality; and as a tool for transforming critical thinking. It presents the particular reality of the research subjects, as well as the observations made by classmates and interpreters who relate to them. It lists viable methodological alternatives for teaching geography to deaf undergraduate stu-dents. The relevance of this research is attested by the fact that regionally, little is written about deaf people in Higher Education Institutions, and the number is even lower when it comes to research carried out under the Degree in Geography. Thus, we hope to contribute to future research in the field of teaching and learning Geography for deaf undergraduate.