Análise das estratégias pedagógicas nas aulas de Educação Física para estudantes surdos no ensino médio de Juazeiro do Norte-CE

Abstract

This study aims to analyze the participation of deaf students in Physical Education classes at the secondary education level in public schools in Juazeiro do Norte, Ceará, Brazil, considering the barriers that hinder their effective participation, particularly those related to communication among deaf students, Physical Education teachers, and Brazilian Sign Language (Libras) interpreters. The research is based on discussions of inclusive education, communicative accessibility, and essential pedagogical adaptations to ensure the participation of deaf students in Physical Education classes. Furthermore, it highlights the importance of bilingual pedagogical practices, the role of the Physical Education teacher, and the mediating role of the Brazilian Sign Language (Libras) translator and interpreter (TILS) in the teaching and learning process. Methodologically, this is a qualitative, exploratory-descriptive study conducted in three public secondary schools in Juazeiro do Norte, Ceará, involving deaf students, Physical Education teachers, and Libras interpreters. Data were collected through semi-structured interviews. The findings revealed that communication remains the main challenge to the inclusion of deaf students in Physical Education classes, although pedagogical practices that facilitate their participation were identified. It is concluded that the effective implementation of inclusion depends on strengthening teacher education, expanding accessible pedagogical resources, and promoting bilingual educational practices.