A concepção do surdo e do tradutor intérprete de libras sobre o processo de ensino-aprendizagem de conteúdos químicos [manuscrito] : um estudo em uma escola pública na região do Curimataú Paraibano

• Ano de defesa: 2023
• Autor(a) principal: Pereira, Jaedson dos Santos
• Orientador(a): Onofre, Eduardo Gomes
• Banca de defesa: Dantas Filho, Francisco Ferreira , Alexandrino, Vanessa da Cruz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Educação inclusiva; Surdez; Ensino de Química
• Área do conhecimento CNPq: EDUCACAO
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/74077

At the present time, inclusive education is still one of the biggest challenges for education, taking into account the many aspects found. Regarding the education of deaf people, we can say that these students, for the most part, have many difficulties in the educational environment, since many are unable to develop essential skills and abilities. Because it is an exact science, Chemistry has specific conceptions and representations, whether through formulas, nomenclatures or distinct properties. In this sense, the main objective of this research is to investigate the conception of a deaf student and the Libras Interpreter Translator - TILS on the teaching-learning process of Chemistry content in a public elementary and secondary school in the Curimataú region of Paraíba. . This study is qualitative in nature. The subjects participating in the research were a TILS and a deaf student enrolled in the 3rd year of high school in a state school belonging to the 4th Education Region of Paraíba. Data collection was carried out through the application of semi-structured interviews with the aforementioned participants and on-site observation in 10 Chemistry classes, during the period from March to April 2023. These were treated and analyzed jointly, in accordance with the theoretical and methodological assumptions of a descriptive analysis. The results indicated that deaf students find it difficult to assimilate Chemistry content taught in regular schools, due to the implementation of inclusive practices. The mediation of TILS in the teaching-learning process, as well as its dialogue with the classroom teacher, are important procedures in the process of including deaf students in Chemistry classes. We conclude that Chemistry Teaching for deaf students is still moving slowly and that we need to increasingly offer inclusive methodologies to minimize impacts on their education.