O Ensino de química para surdos no ensino médio: uma reflexão necessária

Abstract

Chemistry is an important curricular component for society, since it enables the human being to understand and understand the world, the universe to which one lives. Therefore, it is of the utmost importance that this knowledge be accessible to any individual. In view of the above, the proposal of this research is to discuss and reflect on the pedagogical practices applied by teachers of chemistry for the Deaf in the state schools of the municipality of Dourados-MS. Finding out if there was any breakthrough in chemistry teaching for Deaf students. We used as methodological procedure interviews with 3 Deaf students, 3 chemistry teachers and 3 interpreters of Libras. The analysis is especially focused on how chemistry teaching for these students occurs. In order to carry out our study and analysis, our work is based on the theoretical framework on the teaching of chemistry (CHASSOT 2003; LUZ 2016; NETO et al s/d), education, teaching and learning of the Deaf (QUADROS 2008; STROBEL, 2009), articulated in the first chapter. In the second chapter we present the methodology used to carry out the research, the third and last chapter is constituted by the analyzes of the data collected. After analyzing and understanding the data, it is observed that the large percentage of students interviewed considers the curricular component of chemistry difficult, and for the understanding of this to happen in a precise way, it is necessary to count on the presence of the professional translator / interpreter of Brazilian Language of Signals - Libras; which will perform the translation of the Portuguese language into the Libras. Besides the presence of the professional that mediates the communication between student Deaf and teacher listener, what could also contribute to a better understanding is the development of the classes and activities, inserting the use of the visual resources, such as the periodic table, experiments among others. And the teacher's mediation between the interpreter and the student is also of great importance. The search for better strategies in order to contribute to the teaching and learning process of the Deaf subjects, especially the curricular component of chemistry, has been increasing in comparison to the results achieved by the research, supported by bibliographical research. significant, however, there is still much to be done, improved, in relation to chemistry teaching.