Ensino de Química para surdos em Itumbiara-GO: percepções e práticas pedagógicas de professores do Ensino Médio e EJA

Abstract

This research aims to verify the teaching practices for deaf students in the subject of chemistry in high school and EJA, since there is still a complexity to the understanding of the learning process in these educational modalities. The teaching of chemistry to the Deaf has gained much repercussion in contemporary times, since Bilingual schools are in evidence, since it was foreseen in the Law of Directives and Bases the right to Bilingual Education for the Deaf in 2021, ensuring them the right to information and quality education. It has been noticed that there is a long way to go, because the lack of materials, physical and pedagogical structure in schools and also of trained professionals are still elements that show a deficit in the teaching and learning process of this subject for this audience. Understanding the difficulty of deaf students in understanding chemistry, especially in relation to the representations of elements, such as the periodic table, for example, there is a need to develop a universal translation of the symbols of the elements into Libras. The procedure used to collect the data was a Google forms questionnaire, which took place virtually with the participation of five teachers from different schools. The data analysis focused on the reports of the participants, given the main difficulties encountered in their teaching strategies, in addition to the techniques used in the classroom with these Deaf students. To carry out the research and analysis, the work is based on articles, monographs and texts on the teaching of Chemistry for the Deaf and pedagogical methodologies/practices. This research was distributed in three topics, the first brings a review to understand the complexity of the subject of Chemistry. Already in the second, it presents the methodological steps followed to build this research and in the third are the analysis of the data collected. After this, it was realized that most teachers are seeking to adapt their practical and theoretical classes so that Deaf students can participate and have better learning in relation to the contents of the subject, however, there is still much to be done and improved in the Bilingual teaching of these students, especially in relation to Chemistry.