Ensino de Química para alunos surdos: planejamento de materiais didáticos pautados na visualidade

Abstract

This research presents as its main theme the Chemistry teaching for deaf students. The chemical knowledge studied in this subject is considered by students as complex and abstract. Most of them are raised with a little or none connection at all with their daily reality. However, when dealing with the Chemistry Teaching for deaf students, we deal not only with the specificity of the Chemistry language, but also with the form of communication among these students, which happens for real through the Brazilian Sign Language (Libras), and with the way of understanding the contents by these students, which is through the visual-gesture channel. For that reason, materials, strategies and methodologies that include Visual Pedagogy are essential for learning and understanding the acquired content by these students. The theoretical reference used for this research was built using essays that dialogued with the topic discussed. The main objective of this paperwork was to understand in what extension the use of a teaching proposal based on visuality can help deaf students in their process of understanding concepts. In order to do so, it was first thought of the physical changing states of water for deaf student in the first year of high school, using didactical material formulated with visual elements, such as images, figures, illustrations, and containing signs in Libras of the chemical terms corresponding to this content. The research methodology used to develop the dissertation is based on the perspective of pedagogical intervention. Results show the importance of the didactical material developed and applied during the research. Besides, it was noticed the emergence of discussions about the materials that are used during classes for deaf students, as they need to be adapted with the use of magnetic elements, such as images, illustrations, signed videos, among others, as well as contemplate the use of Libras in a communicative way and associated to these resources. It was also found that the articulation between a well thought and developed teaching material, considering Visual Pedagogy, and the work in partnership with Libras interpreter, collaborate and help deaf students to understand the contents.