Ensino de Química e surdez: um cenário das dificuldades e avanços

Abstract

Education, the right of all, the duty of the State and the family, aims at the full development of the person, his preparation for the exercise of citizenship and his qualification for work (Brasil, 1988). Following this aspect, this research is the product of a bibliographic analysis carried out in papers published in the last ten years, which are included in the annals of the National Meeting of Chemistry Teaching - ENEQ and articles of the journal Química Nova na Escola - QNEsc. The main objective of this study is to analyze the teaching of Chemistry and its difficulties in the teaching and learning process of deaf students, data collection took place on the website of this event and magazine. For the development of this research, we will rely on theoretical references to the teaching of the deaf individual in, Brasil (2005), Quadros (1997), Strobel (2009), Pereira; Benite; Benite, (2011), references for science teaching Maldaner e Zanon (2004), (2007), Machado e Mortimer (2007) Chassot (1995), (2011), Cachapuz (2005), Angotti E Auth (2001). This research allowed us to see that even without preparation teachers who come across these deaf students strive within their possibilities to facilitate the understanding of the discipline and effectiveness of knowledge. On the other hand, it was possible to see several challenges for the perpetuation of chemistry teaching offered to the Deaf: absence of signs that make the chemical language and lack of didactic and technological resources that can help in the teaching process, absence of teachers with fluency in Libras and absence of interpretation with scientific knowledge.