A linguagem diagramática em aulas de química na perspectiva da inclusão de surdos

Abstract

The inclusion of Deaf students in Higher Education still presents significant challenges, especially in disciplines such as Chemistry, which require a high level of abstraction. Diagrammatic language, due to its visual and relational nature, can be a valuable resource for knowledge construction in this context. Based on this premise, this research investigated the characteristics and functions of diagrams as semiotic artifacts that shape materials, strategies, and pedagogical actions adopted by a General Chemistry Professor in Higher Education, focusing on the inclusion of Deaf students. The study was based on C. S. Peirce’s semiotic theory, which defines diagrams as hypoicons that represent structural relationships between the elements that compose their objects. The adopted methodology included the observation of a semester of General Chemistry classes and interviews with the professor, using the VideoStimulated Recall strategy. The objectives were to identify and categorize the diagrammatic structures used, analyze their articulation with other semiotic modes, and assess their contributions to a visual pedagogy for teaching Chemistry to Deaf students. The results indicate that diagrammatic language is a crucial tool for constructing, understanding, and expressing chemical concepts, enabling the creation of logical visual representations. Additionally, its integration as part of inclusive pedagogical strategies was supported by the use of diagrams as an extension of the professor’s reasoning and by the possibility of making visual manipulations to produce inferences, contributing to Chemistry teaching and learning for Deaf students. However, some issues cannot be overlooked, such as the need for better comprehension of these resources by educators and the ongoing recognition of the importance of Libras (Brazilian Sign Language) and Educational Interpreters in content mediation. Thus, this research contributes to the debate on Chemistry education for Deaf students, emphasizing the importance of visual approaches for inclusion. It is concluded that the intentional exploration of diagrammatic language can strengthen the teaching process—both in the professor’s mental constructions and in student learning—by enhancing the understanding of phenomena, properties, and structures through a diagrammatic visual approach.