Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 30075
Contributions of Non-Formal Educational Spaces for the Scientific Literacy of Deaf Students

Authors: Rafael Dias Silva

Abstract:

The school is a social institution that should promote learning situations that remain throughout life. Based on this, the teaching activities promoted in museum spaces can represent an educational strategy that contributes to the learning process in a more meaningful way. This article systematizes a series of elements that guide the use of these spaces for the scientific literacy of deaf students and as experiences of this nature are favorable for the school development through the concept of the circularity. The methodology for the didactic use of these spaces of non-formal education is one of the reflections developed in this study and how such environments can contribute to the learning in the classroom. To develop in the student the idea of ​​association making him create connections with the curricular proposal and notice how the proposed activity is articulated. It is in our interest that the experience lived in the museum be shared collaborating for the construction of a scientific literacy and cultural identity through the research.

Keywords: Accessibility in museums, Brazilian sign language, deaf students, teacher training.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1317116

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 285

References:


[1] Centro Cultural Banco do Brasil CCBB - São Paulo – Brazil. Available: http://culturabancodobrasil.com.br/receptivo/. Access in: 09/20/2017.
[2] Chassot, Attico, (1993). Catalisando transformações na educação. Ijuí: Editora Unijuí.
[3] Garcia, R. A propósito da loucura: o outro. In: LARROSA, J e LARA, N. (Org) Imagens do outro. Petrópolis: Vozes, p. 24-26, 1998.
[4] Libâneo, José Carlos. Pedagogia e Pedagogos: para que?. São Paulo: Cortez, p. 34, 2002.
[5] Lewis, Geoffrey. O papel dos Museus e o código de ética. In: ICOM/UNESCO. Como gerir um museu: um guia. Paris/FR: ICOM/Unesco, 2004. p. 1-16. Available: http://icom.museum/qui-sommes-nous/la-vision/definition-du-musee/L/2.html .Access in: 09/20/2017.
[6] Martinand, A. J. Entretien d´Evelyne Burguière Recherche et Formation INRP nº 40 p. 87-94, 2002.
[7] Museum of Orsay - Paris – France Available: http://www.musee-orsay.fr/en/home.html .Access in: 09/20/2017.
[8] National Institute for the Deaf Youth of Paris - Paris – France Available: http://www.injs-paris.fr/ .Access in: 09/20/2017.
[9] National Institute of Educational Studies and Research - INEP Available: http://www.inep.gov.br/. Access in: 09/20/2017.
[10] National Museum of Natural History - Paris – France Available: http://www.mnhn.fr/ . Access in: 09/20/2017.
[11] Palace of Versailles - Versailles – France Available: http://www.chateauversailles.fr/. Access in: 09/20/2017.
[12] Siman, Lana Mara de Castro, Costa, Carina Martins, Nascimento, Silvana Sousa do.Escola e Museus: diálogos e práticas. Belo Horizonte: Secretaria de Estado da Cultura/Superintendência de Museus; Pontifícia Universidade Católica de Minas Gerais/ Cefor, 2007.
[13] Silva, Rafael Dias (Org.). Língua Brasileira de Sinais: Libras. São Paulo: Pearson, 2015.
[14] Universal Declaration of Human Rights. Available: http://unesdoc.unesco.org/images/0013/001394/139423por.pdf. access in: 09/20/2017.
[15] Vatican Museum - Vatican City – Italy Available: http://www.museivaticani.va/content/museivaticani/en.html. access in: 09/20/2017.