Ensino bilíngue libras/português para alunos surdos: investigação dos cenários da educação bilíngue de química e de sinais específicos em sala de aula

Abstract

We recognize the extremely necessity to understand how bilingual teaching-learning education process subjects evaluate the difficulties and potentialities of this practice for chemistry teaching in high school considering recent discussions about deaf education methods that are currently used and, on this situation, to understand how chemical vocabulary signalization is done in classrooms is also important considering bilingual teaching. Using interviews with the theaching-learning process actors (students, teachers and translators and interpreters), the missing of specific signals and inadequate methodology was became pointed as the main critics to currently methodologies, beyond the deaf student’s preference about studying in special schools, where Sing Language usage is prioritized, over studying in inclusive classes, with translators and interpreters action. The investigations about how the chemical specific signs development happened at bilingual school, due to understand how the teacher signalizes this specific vocabulary combined with the students during the classes. After the study was understood that Sign Language usage improves subjects assimilations by deaf students, but it was also observed great difficulties concerning the language, materials, methodologies and the scenarios when the teaching-learning process happens, beyond the currently specific signs development during classes.