Contribuições para a formação e atuação de professores de química e de tradutores e intérpretes de língua de sinais no campo da educação de surdos

• Ano de defesa: 2023
• Autor(a) principal: Débora da Silva Assunção Carvalho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação e Docência; UFMG
• Palavras-chave em Português: Ensino de química; Educação de surdos; Formação de professores; Formação de intérpretes de libras
• Link de acesso: http://hdl.handle.net/1843/61044

The movement in search of an effective inclusion for deaf students in classrooms is what inspires this dissertation. Thinking about the complexities of a multicultural classroom and the teaching of Chemistry, we developed the research in order to contribute to the training and performance of teachers. Through bibliographic research, semi-structured interviews with specialist teachers in the field of education for the deaf and, concomitantly, in Chemistry/Science, plus my experience as a Chemistry teacher and Libras Interpreter, we collected important information, which was categorized and analyzed. applying content analysis. In the investigation, it was possible to discuss the following subjects: what are the main difficulties in teaching Chemistry with deaf students; Teaching processes: didactic strategies, resources and materials that specialists use in their classrooms, and methodological approaches that contributed to learning even in the face of the plurality of the classroom; indications of teaching materials and bibliographical references for use in the classroom and to expand the teacher's knowledge in the area of education for the deaf; deaf culture present in the school; teacher-Libras interpreter relationship; learning assessment formats and suggestions for teacher training. Based on the discussions, we consider the need to understand the deaf subject in their potential, from the perspective of the deaf culture, making use of visual pedagogy that points to the visual experience and specific linguistic aspects of the deaf people as a basis. The work suggests that the information obtained can contribute to the formation of teachers, favoring the learning of deaf students, and also of hearing ones, as well as helping teachers from other areas of knowledge.