PROPOSTAS PEDAGÓGICAS PARA O ENSINO DE QUÍMICA/CIÊNCIAS POR ESTUDANTES DA LICENCIATURA EM QUÍMICA: ADAPTAÇÃO DE RECURSOS VISUAIS, MATERIAIS E IMAGENS PARA SURDOS

Abstract

This study investigated the knowledge that undergraduate students in Chemistry at Instituto Federal de Goiás (IFG) - Campus Luziânia and Instituto Federal Goiano (IF Goiano) - Campus Morrinhos have about the adaptation of visual resources/materials in teaching chemistry/ science for deaf students. The research was developed based on the quali-quantitative approach, classifying it as a descriptive research, from the data collected with 25 students, 13 in the IFG - Luziânia campus and 12 IF Goiano - Morrinhos campus, research participants, which were described and analyzed with methodological rigor and analogous to this type of study through qualitative analysis. The data collection instruments used were a questionnaire and a semi-structured interview. To build the educational product, a workshop was held: Thinking about adapting visual resources/materials and images for teaching chemistry/science to deaf students was a 9-hour extension activity divided into three meetings of three hours each, carried out in remote mode by Google Meet platform with the objective of reflecting on the teaching of Chemistry for deaf students and as a locus of data collection. At the end of the training workshop, the academics carried out adaptation activities of visual resources/materials and images used to assist in the teaching-learning process of Chemistry in this context. The reflections carried out and the resources constructed during the workshop are presented in the form of an e-book with guidelines and pedagogical strategies for teaching Chemistry/Science for the deaf. The analyses, reflections and notes made in this dissertation are based on the data collected through the questionnaire and semi-structured interview and on the bibliographical research regarding the adaptation of visual resources/materials and images, chemistry/science teaching, visuality, visual pedagogy, Vygotsky's theory and as well as pedagogical strategies used to provide learning for deaf students. Thus, this work contributes to the development of the teaching-learning process for the deaf and awakens in its public reflections, debates about the teaching of chemistry, the adaptation and construction of visual resources for teaching the deaf.