Recursos e estratégias de ensino para inclusão de alunos surdos: apontamentos para uma avaliação inclusiva no ensino de química

Abstract

The inclusion of deaf students represents one of the major challenges in the school environment, especially in subjects considered abstract, such as Chemistry. Although Brazilian legislation guarantees the right to inclusive education, significant gaps still exist in the assessment processes applied to these students. This study aims to analyze teaching resources and strategies focused on the inclusion of deaf students in Chemistry education, with emphasis on inclusive assessment practices, based on studies published in national journals between 2021 and 2025. The research was conducted through a qualitative bibliographic review, using scientific articles published between 2021 and 2025, freely available online, in Portuguese, on the SciELO and CAPES platforms. The findings indicate the use of visual resources, assistive technologies, and Brazilian Sign Language (Libras) in Chemistry teaching for deaf students; however, significant gaps remain in assessment processes, mainly due to the lack of structured bilingual instruments and the predominance of traditional, poorly accessible assessments. The results show that the assessment of these students generally occurs in a punctual manner, without the consolidation of continuous, diagnostic, and formative assessment processes aligned with their linguistic and cognitive specificities. Furthermore, a gap is observed between the legal guarantees established in educational regulations and the assessment practices effectively implemented in the school context. It is concluded that truly inclusive assessment requires pedagogical practices that value the linguistic specificities of deaf students, consider their visual mode of learning, and promote equitable conditions for the demonstration of knowledge.