Investigando os processos de emersão e modificação de sinais, durante a apropriação da sinalização científica por surdos ao abordar os saberes químicos matéria e energia

Abstract

Currently, there is a growing concern on the part of educators and researchers of chemical education focused on aspects of inclusion. In front of this audience, we highlight the deaf, user of the Brazilian Sign Language (Libras), which requires attention from the professionals involved in the process of scientific education that attends to the linguistic specificities. This accessibility is directly linked to the construction of chemical terms for the Libras, still scarce in the official dictionaries. From this perspective, this research sought to investigate the construction of signals from the field of science, referring to the content of matter and energy. The emergence of signs from the Libras, was stimulated by visual resources, with two groups of deaf, teachers of Libras, from the city of Juiz de Fora. In sequence, the scientific signals created were worked with deaf students of basic public education, through a didactic material of chemistry adapted to educational reality. In order to verify the deaf students' learning, the dynamics of the Roleplaying Game (RPG) were used, in which it is possible to observe the appropriation of scientific signs of natural occurrence with the use of Libras. In this sense, by interweaving the use of accessible didactic material with the signs for chemical terms, it was possible to follow the appropriation of the signs created by the students, as well as the means that led to their modification during the communication events. We understand the attitude of educators in the area of an inclusive science to the deaf, that it is possible to combine methodological strategies of teaching stimulated by visual resources and that the fact of the absence of signs for specific terms of chemistry in Pounds should not be underestimated. We believe that the teacher, by underestimating this fact, may be susceptible to offer a lagged chemistry teaching, lacking in possibilities for the deaf to actively discuss social aspects for scientific questions.