GIRASSOL DE LIBRAS: GLOSSÁRIO EM ACESSÍVEL - EDUCANDO E SINALIZANDO A EDUCAÇÃO AMBIENTAL

Abstract

In this study, we explore bilingual education for deaf students, using Brazilian Sign Language (LIBRAS) as the first language (L1) of the deaf and Portuguese as their second language (L2) in learning concepts in environmental education. The objective is to develop a digital glossary for deaf and hearing individuals interested in LIBRAS and Environmental Education (EE) and other visual and LIBRAS resources, supporting inclusive and sustainable teaching in high school. The research involved a qualitative analysis of laws and documents on the education of the deaf in the environmental context and educational products for the scientific education of the deaf, aiming to develop methodologies that respect their unique ways of understanding concepts and terminologies, thus promoting their citizenship. The results highlight the lack of specific educational resources for teaching environmental topics and educational products for scientific education for deaf students. Research conducted over the past 10 years with the descriptors "LIBRAS Teaching," "Environmental Education," and "Deaf" in the Digital Library of Theses and Dissertations returned fewer than 10 dissertations in the investigated period, a similar finding was observed in other academic databases, prompting us to consider the need for more studies and proposals for the development of educational products. To fill this gap in educational resources for promoting bilingual environmental education, the "Girassol de Libras" website was created, which organizes environmental education concepts in a bilingual format, using videos in LIBRAS, explanatory summaries, and interactive images. The site includes 16 terms selected from a textbook approved in the 2021 National Textbook Plan, by the publisher Moderna Plus/PNLD/2021, on chemical pollution and recycling. From the selection of the 16 terms, corresponding signs were sought in published works and selected and/or adapted by the deaf master's student and are presented in a visual and accessible way to facilitate the social mediation of learning, considering resources for promoting a bilingual school according to the legislation. Based on the studies we conducted, we consider that the use of technological and visual pedagogical resources, such as YouTube videos in LIBRAS and QR codes to streamline access, not only improves the conceptual understanding and self-esteem of deaf students but also promotes more dialogical communication in the school environment, expanding access to information and the active participation of the deaf in socio-environmental discussions and the exercise of deaf citizenship.