Ensino e aprendizagem de alunos surdos em Química no ensino médio

Abstract

The present study will investigate the teaching and learning of deaf students in Chemistry in high school, in the Federal network of education in the Municipality of Teresina-PI. The research is qualitative, in which a theoretical study was carried out, using bibliographical sources to carry out the theoretical foundation, and a questionnaire and interview was applied. The chosen field of research was a Federal network of regular education, Federal Institute of Piauí-IFPI, Campus Teresina Central and Campus Teresina Zona Sul, Teresina-PI. The subjects involved in this process - deaf students and chemistry teachers, and the data obtained were transcribed and analyzed. The results presented here show that during teaching, the teacher, not having knowledge of LIBRAS and not using facilitative strategies makes it difficult to understand the subject of Chemistry by the deaf students. The students opted for the teaching of this science to require the use of visual resources. The lack of specific training in deaf education as well as the lack of terms in Pounds that represent certain chemical elements are the difficulties faced by chemistry teachers and deaf students. Therefore, it is relevant that the teacher should be more and more updated, participating in continuous training to follow the educational and technological advances, that is, providing a better pedagogical practice to the subject in question.