CHEMISTRY TEACHING AND DEAF INCLUSION: THE CONCEPTION OF COLLECTIVELY CONSTRUCTED LEARNING

Resumo

GOMES, RUBENS PESSOA  e  LOCATELLI, SOLANGE WAGNER. CHEMISTRY TEACHING AND DEAF INCLUSION: THE CONCEPTION OF COLLECTIVELY CONSTRUCTED LEARNING. Educ. rev. [online]. 2024, vol.40, e47573.  Epub 08-Ago-2024. ISSN 1982-6621.  https://doi.org/10.1590/0102-4698-47573.

Contemporary school dialogues with plurality and diversity. In this scenario, deaf students are included in regular classrooms and need to access curricular components in their first language, Libras (Brazilian Sign Language). These students have some noticeable difficulties, such as many chemistry concepts. Thus, this work seeks to identify these difficulties and how to transform them. This study emerged from a research with several investigation phases. In this text, we present part of the interviews conducted with Chemistry teachers and three deaf students who were High School seniors at an inclusive private school in the metropolitan region of São Paulo. As a result, the investigation identified the role of the Libras interpreter and his partnership with the teacher in this process, the perception that inclusion is a movement that requires the commitment of all those involved to resignify the process, and the need for adequate visual strategies for deaf students to understand chemistry.

Palavras-chave : deaf inclusion; chemistry education; accessibility.

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