Re-signifying the lesson plan in the context of deaf education:

meanings of learning and teaching

Abstract

The lesson plan is an instrument that gives meaning to the pedagogical action in the teaching practice, aiming to seek ways that guarantee the effectiveness of the teaching and learning process allied to the reality of the students. In the case of the context of special education, from an inclusive perspective, teaching based on planning should not be understood only as a solution to simple problems related to content learning. In this report, a proposal for an inclusive lesson plan in a bilingual context is presented. The research, of the pedagogical intervention type, aimed to contribute to the solution of a practical problem of the supervised training stages of teachers of the Teacher Training Course in Letters/Libras, related to the elaboration of lesson plans for the teaching of Brazilian Sign Language – Libras and Portuguese as L2 for the deaf. The collected data were obtained through the completion of questionnaires with 17 undergraduate participants after completing the learning path of the elaboration of the inclusive lesson plan accessible in Libras. Data were analyzed based on assumptions of Activity Theory and on the concept of Zone of Proximal Development proposed by Engeström. In this way, we were able to conclude that the lesson plan directed to the deaf student, has the need to seek alternatives to re-signify the teaching and learning process through planning that is coherent with the learning of the deaf student, enabling new didactic-pedagogical approaches that free themselves from listening and traditional practices in order to make the teaching process efficient and effective.