O ensino de química em língua brasileira de sinais

Abstract

This work has as its theme Chemistry Education for deaf. The lack of teaching material has been experienced by interpreters and teachers who work in inclusive and/or special schools with this subject. The number of signals in Brazilian Sign Language (LIBRAS) specific to chemistry is negligible, and make too difficult teach to deaf students who has the LIBRAS as their first language. The methodology consisted of a qualitative approach participant kind, with the researcher acting as chemistry teacher for deaf students. The actors were three alumni from National Institute for Deaf Education (INES). The theoretical justification was that after a review, was not found in the literature - dictionaries, books and / or scientific articles - a significant number of signs that include the Teaching of Chemistry for the deaf. The objective of this work, through experimentation, was create and compile signs, in study sessions with a working group formed by alumni from INES, for terms used in chemistry not listed in LIBRAS dictionaries, printed and/or virtual, and after the organization of a glossary. Thus, it was necessary to conduct a brief historical study of deaf education in Brazil and the world, crossing the Oralism and Bilingualism. The bibliographic search looked up to identify the theoretical literature regarding the use of Brazilian sign language for the Teaching of Chemistry, also found that there are signs that represent concepts associated with this subject LIBRAS dictionaries. Through weekly meetings with the Working Group (WG), composed of research subjects and an interpreter, the signals were coming through the understanding of content covered. The teacher / researcher worked with the GT, compiled the signals and created by the participants of the group, underlying concepts, by theirself, the teaching of chemistry and not in the list of entries in LIBRAS dictionaries. After the creation of signals, they were filmed and organized in a glossary of Chemistry in LIBRAS containing various terms used in this subject. The glossary offers 20 signs for words and concepts that represent the Teaching of Chemistry. The result of this research has allowed us to realize that besides contributing to the academic community, for having educational goals, we also assumed a social role with the Deaf Community, it was possible to see that through the interaction with the deaf is possible to generate and promote new signs that enhance their language by increasing the number of entries in Brazilian Sign Language.