Educação inclusiva para surdos no ensino de Química: uma experiência investigativa na cinética química

Abstract

Chemistry is considered a complex discipline by many students and, the content of Chemical Kinetics is no different, for this reason, must be taught in a contextualized way to minimize these difficulties. The chemical elements must be related to the products constituted by them and their applications. Some authors such as Falcão (2010), Fernandes (2003), Leal (2010) and Costa et. al. (2010) defending the teaching for the deaf with a focus on visual activities. This study aimed to identify the perception of deaf students on chemical kinetics through methodology using visual resources through experiments and the difficulties encountered by the interpreter in the translation process. The study’s participants were deaf and hearing students, interpreter and teacher from a state school in the city of Picos-PI. This is a qualitative research of the exploratory the data were collected through a semistructured interview and a questionnaire after the application of the experiments. Thus, three experiments were carried out approaching the influence of temperature, contact surface and catalyst on the speed of the chemical reaction. The questions were aimed to identify the students degree of learning and what difficulties they encountered after the experiment. The questions were related to the content of Chemical Kinetics, in order to verify if there was a greater understanding by part of the students for this study. It was verified that the greatest difficulty of the deaf student was the lack of specific signs and of use of visual resources. After the application of the experiment it was verified that the visual resource facilitated the comprehension of the content, both by the deaf student and listeners as the translation process by the interpreter. In the teaching and learning of the deaf, the use of visual resources in chemistry classes is important for understanding of the fundamental concepts