Algumas considerações a respeito do ensino de modelos atômicos para alunos surdos no ensino médio

Abstract

Teachers of Chemistry seek to use various methodologies in their classes, such as representations and images in order to facilitate the approach of some contents within this discipline. Atomic models, for example, are a distant subject of our reality and have a high degree of abstraction, in this case, the use of visual aids helps the student in understanding the content, however, one must be very careful not to characterize the atom As the analogical model found in books, images and representations, because thus we will be facing the epistemological obstacles. However, these methodologies, when worked correctly, play a fundamental role in the approach of atomic models, especially for deaf students, since the visual resources allow a better understanding and appropriation of the concepts, since the way in which they understand the content theory proposed by the teacher is Through the visual-gestural channel, since sign language is their first language. Based on the above, the present research was developed with the objective of identifying the difficulties and successes of the chemistry teacher in front of the inclusion of deaf students in the classroom, to identify the difficulties and successes of the deaf student in the discipline of Chemistry , As well as the challenges of the professional translator / interpreter of sign language when interpreting chemical concepts for deaf students. This is a qualitative research, directed to a case study, which was used as an instrument for data analysis, a questionnaire with questions of the structured and unstructured type. These questionnaires were directed to a population of six people who belong to two different schools in the State Public School, one in the municipality of Campo Mourão, and another in Peabiru, whose spaces are frequented by deaf students, through accessibility Of the translator / interpreter of sign language in the discipline of. The interviewees were two chemistry teachers, two deaf students and two professional translators / sign language interpreters. Based on the analysis of the data obtained, it can be verified that the greatest challenge faced by the professor of chemistry in the teaching activity with deaf students is the lack of training and preparation for the teaching of students with special educational needs, as for the deaf student his greatest challenge Is to understand theoretical contents, without the support of visual resources, and with respect to the translator / interpreter is the lack of signs in Pounds for the interpretation of concepts proper to the discipline of Chemistry. In this case the use of images and representations in the approach of the chemical concepts facilitates the mediation of the interpreter as well as the understanding of the content by the deaf student.