O ensino remoto de química para alunos surdos na perspectiva de professores, alunos e intérpretes.

Abstract

Due to the presuppositions of the laws and guidelines regarding the educational inclusion of students with specific needs arising from disabilities, public schools started to carry out the access and inclusion of people with disabilities in the school environment, where the presence of students with hearing impairment is frequently highlighted. The present research was carried out during the current pandemic scenario of the new Sars-Cov-2 virus (coronavirus), at the time

when the regulations adopted by the Ministry of Health recommended the replacement of in- person classes by remote teaching, with the purpose of promoting social distancing, necessary

to contain the pandemic. In this context, the research in question aimed to investigate the process of inclusion of deaf students in chemistry classes and remote activities, in the public school system, based on socio-historical and cultural bases of the deaf community and considering the context of special education in an inclusive perspective. In this sense, this investigation was carried out based on the following questions: How are chemistry classes being taught? What have been the inclusive methods and resources used by teachers for deaf students to participate in remote classes? What has been the view of teachers, deaf students and interpreters about chemistry classes in distance education? What are the main difficulties and advantages found by deaf students in this new teaching modality? The research in question was conducted in a class of 2° years of regular high school in a public school in the city of Nova Floresta - PB, as well as, in a mixed class of secondary technical level of a public school, located in the municipality of Cuité – PB. The contribution of nine participants was obtained, including: four Chemistry teachers, two interpreters and three deaf students. With regard to the conceptions of teachers, interpreters and students, all agreed that Chemistry teachers should have basic knowledge about Libras and that, despite the difficulties in being able to relate the content gradually and existing signs for the chemical nomenclatures, it was found that remote learning can provide deaf students with new perspectives in the study of chemistry, facilitated by the new pedagogical resources and methods now adopted by teachers, that encourage the visualization of aspects related to the content, considerably increasing the student's chances of learning. At the end of the research, it is concluded that other teaching methodologies should be developed and used more frequently in the field of teaching Chemistry, because the assumptions of inclusive education favor all students, as they apply in the context of regular education, favoring the development of institutional and pedagogical practices that guarantee the quality of education for all, which highlights the need for initiatives that enable the development of chemical terminologies in Brazilian Sign Language.