A terminologia química em libras na literatura e a adotada no ensino de química em escolas públicas de goiás

Abstract

Inclusive education is a reality that is exposed in many schools through legislation, which requires that the person with disabilities be treated preferably in the regular school system. In the inclusive classroom is also the deaf person who has his own culture and identity of this community that classifies him and makes him different only in respect, recognition and development. Legislation portrays that just as the teacher should be present in the inclusive classroom with deaf students, the presence of the Libras interpreter is very important and can facilitate interaction between them. Therefore, the training of both teacher and interpreter can be changed and improved with the presence of deaf students in the school environment. Thus, the legislation addresses and legalizes the training of these professionals, as well as the study of the need for such preparation in the face of inclusive reality, and the preparation to act influences the teaching-learning process of deaf people. The recognition of Libras is related to the fact that teaching must consider the linguistic and cultural need of the deaf person, issues mentioned by authors and normalization during the work. Given this, the research aimed to identify, in Libras dictionaries, literature, virtual materials and during data collection of research subjects, signs of Chemical Terminology in Libras in the formative perspective of professionals involved in the teaching-learning process. of deaf people in participating schools and inclusive classrooms. The methodology of the work consisted of a participant and bibliographical research, conducted from interviews with chemistry / science teachers and interpreters of Libras, in two stages, with the involvement of society, so that the collection of signals depended on the arguments made by the subjects. analyzed. The results presented some fragments of the interviews, the discussion about the signs of the terminology in Libras, the methodologies, the teachers and interpreters training and the pedagogical practices. The subject explored in interviews and analysis facilitated the collection of signals in the literature and used in interpretations. In addition, it demonstrated and addressed some of the signs found in the Libras dictionary and those performed by the participating Libra interpreters. Finally, some surveys and reflections were made about the situations presented, all with a view to the training of Libras teachers and interpreters and the educational product.