scholarly journals O Aprendiz Surdo e a Química / Deaf Students and Learning of Chemistry

2020 ◽  
Vol 5 ◽  
pp. 1-19
Author(s):  
Regina Lucia Pelachim Lianda ◽  
Otávia Melina de Resende Costa ◽  
Bianca Alvin de Andrade Silveira ◽  
Izabela Azevedo Santos ◽  
Karine Gabrielle Fernandes ◽  
...  
Keyword(s):  
Special Education ◽  
Legal Aspect ◽  
Medium Term ◽  
Deaf Students ◽  
Specific Knowledge ◽  
Daily Lives ◽  
Special Education Training ◽  
Teacher Competences ◽  
Recursos Humanos ◽  
Brazilian Sign Language

A educação inclusiva é um assunto cada vez mais discutido atualmente e a educação especial enfrenta o grande desafio de promover a inclusão. No caso de alunos com deficiência auditiva (surdos), está sendo respeitado o aspecto legal da disponibilidade do profissional Tradutor e Intérprete de Libras no acompanhamento aos alunos, o que não necessariamente está garantindo o acesso às aprendizagens, pois há dificuldades de comunicação entre professor e aluno surdo, falta de conhecimento sobre a surdez e adaptações metodológicas isoladas na sala de aula. O Tradutor e Intérprete não apresenta conhecimentos específicos de todos conteúdos programáticos de um curso, constituintes de diversas disciplinas. A área de Química apresenta especificidades em seus conceitos que requerem habilidades para suas transmissões e nos casos envolvendo estudantes surdos, parece clara a importância do professor possuir também competências para lidar com essas transmissões de conhecimentos.  Este trabalho objetivou ministrar um curso de média duração para pessoas surdas de Barbacena/MG, tornando-as capazes de compreender os processos químicos, em seus aspectos descritivos, em laboratório e sua atuação sobre esses, visando conseguir os efeitos desejados em sua vida cotidiana. Houve promoção de inclusão dos alunos surdos, bem como a formação e a qualificação de recursos humanos, colaborando com a capacitação em educação especial de todos os envolvidos, em particular as futuras professoras.________________________________________________________________Inclusive education has been increasingly on debate at present and special education faces the great challenge of promoting inclusion. Regarding to hearing-impaired students (deaf students), the legal aspect relating to providing a Translator and Interpreter of Brazilian Sign Language (Libras) to be with students has been carried out, which does not necessarily guarantee learning access, since there are communication barriers between teachers and deaf students, lack of knowledge on deafness and isolated methodological adaptations in the classroom.    The Interpreter does not have specific knowledge regarding course syllabus from a variety of disciplines. Chemistry presents specificities in its concepts that require abilities for its transmissions and when it comes to involving deaf students, it seems clear the importance of teacher’ competences to deal with that issue. This work aimed at teaching a medium-term course for deaf people in Barbacena / MG, enabling them to understand chemical processes in the laboratory, in their descriptive aspects, as well as their action on them, in order to provide desired effects in their daily lives. The deaf students’ inclusion has been promoted, as well as training and qualification of human resources have been provided, which collaborated with special education training of all those involved, particularly to pre-service teachers. 

scholarly journals EDUCAÇÃO ESPECIAL E LÍNGUA BRASILEIRA DE SINAIS NA FORMAÇÃO DE PROFESSORES DO CAMPO

2020 ◽  
Vol 17 (1) ◽  
pp. 106-124
Author(s):  
Jaqueline Daniela Basso ◽  
Celi Corrêa Neres
Keyword(s):  
Special Education ◽  
Deaf Students ◽  
Educational Assistance ◽  
Rural Teachers ◽  
Educational Rights ◽  
Documentary Analysis ◽  
Special Degree ◽  
Course Load ◽  
Brazilian Sign Language ◽  
The Right

Special Education is the right of all students with some type of disability; global disorder or high skills / giftedness, a modality present in all stages of Brazilian schooling, from day care to universities, regardless of where the school is located. Therefore, Special Education must take place both in urban schools and in rural schools. As for the specialized educational assistance of deaf students, he must be bilingual, in Brazilian Sign Language and Portuguese Language. Thus, in this study we aim to reflect on the interface between special education and rural education with an emphasis on the inclusion of Libras as a mandatory curricular component in teacher training courses for rural teachers. In order to achieve this objective, we use a bibliographic review; documentary analysis of part of the legislation governing Special Education and a case study of a qualitative and quantitative nature of a Special Degree Course in Pedagogy of the Earth through the documentary analysis of its Political Pedagogical Project and a questionnaire applied to a sample of its students. graduates. We conclude that the inclusion of the Libras discipline in undergraduate courses represents a gain for the deaf community and the possibility of training teachers aware of its importance for the bilingual schooling of deaf students and the educational rights of these students. However, it has not proved to be sufficient to make future teachers proficient in Libras, in this sense we suggest as possibilities the increase in the course load of courses, their deepening in teaching and extension projects and we point to the need for more research in the area.

Guia ilustrativo de sinais em Libras para o ensino de Biologia

2021 ◽  
Author(s):  
Daniela Copetti Santos ◽  
◽  
Josiane Fiss Lopes ◽  
Cátia Roberta de Souza Schernn ◽  
Juliane Ditz Knob ◽  
...  
Keyword(s):  
Biological Sciences ◽  
Sign Language ◽  
Deaf Students ◽  
Deaf Student ◽  
Brazilian Sign Language

The use of LIBRAS (Brazilian Sign Language) during the classes helps in the learning of deaf students. By creating an illustrative Handbook we seek to facilitate the learning of the deaf student and advise teachers in the area of Biological Sciences. After the preparation of this material we verify how essential it is that other students have access to it, seeking to disseminate it.

scholarly journals TEACHING SCIENCES AND BIOLOGY FOR DEAF INDIVIDUALS: INVESTIGATING THE CONTEXT OF TEACHING PRACTICE IN REGULAR CLASSROOMS OF A MUNICIPALITY IN THE STATE OF PARANÁ

2018 ◽  
Vol 11 (26) ◽  
pp. 201-218
Author(s):  
Lucken Bueno Lucas ◽  
Renan Guilherme Pimentel ◽  
Simone Luccas
Keyword(s):  
Sign Language ◽  
Teaching Practice ◽  
Deaf Students ◽  
Sign Language Interpreters ◽  
Public Network ◽  
The Public ◽  
Inclusion Process ◽  
Regular Classrooms ◽  
Brazilian Sign Language ◽  
The City

The process of school inclusion for people with disabilities is a recent development, especially for the deaf individuals, so the study of how this inclusion process occurs and the teaching of Sciences/Biology for these individuals is still incipient. The objective of this work was to investigate how science/biology teaching takes place for deaf students in the city of Cornélio Procópio-PR and what difficulties are encountered by the students, teachers, and sign language interpreters in the scenario of school inclusion. To reach this goal, we interviewed teachers and interpreters who work in elementary and middle schools of the public network that attend deaf students in Cornélio Procópio. The results of the interviews demonstrated that all those involved in this process face difficulties, the interpreters indicate language as an obstacle to the interpretation of Sciences and Biology classes, since Brazilian Sign Language presents a deficit of lexicons in relation to the Portuguese Language. On the other hand, the main difficulty for the teachers is the lack of preparation to work in classes which include deaf people, jeopardizing not only their interaction with the students, but also the teaching of Sciences and Biology. 

scholarly journals Experimentação na educação química: elaboração de sinais em libras para práticas de laboratório

2018 ◽  
Vol 2 (1) ◽  
pp. 41
Author(s):  
Geilson Rodrigues Da Silva ◽  
Talina Meirely Nery Dos Santos ◽  
Griscele Souza De Jesus ◽  
Lucas Pereira Gandra
Keyword(s):  
General Chemistry ◽  
Content Analysis ◽  
Quantitative Analysis ◽  
Bilingual Education ◽  
Sign Language ◽  
Chemistry Laboratory ◽  
Deaf People ◽  
Scientific Concepts ◽  
Deaf Students ◽  
Brazilian Sign Language

Resumo: A Química é uma Ciência com poucos sinais específicos em Língua Brasileira de Sinais para o ensino de pessoas com surdez. Essa barreira de linguagem pode ocasionar obstáculos de aprendizagem aos estudantes surdos. Sendo assim, a presente pesquisa teve como objetivos catalogar verbetes e criar sinais para a utilização em aulas práticas de Química. Para coleta de dados foram levantados os termos na literatura no dicionário ilustrado trilíngue que possuíssem relações com a disciplina de Química, ao qual foram categorizados a partir da Análise de Conteúdo, em função do seu emprego e utilização. Realizou-se a análise quantitativa dos termos mais presentes em roteiros de aulas experimentais, usadas na disciplina de Química Geral e Experimental Ida Licenciatura em Química do IFMS campus Coxim. Sendo elaborados quatro sinais de instrumentos do laboratório de Química que apresentam potencial para serem utilizados em práticas bilíngues, no ensino superior e médio.Palavras-chave: Educação Bilíngue; Formação de Conceitos Científicos; Práticas Experimentais. Experimentation in chemical education: elaboration signals in libras for laboratory practicesAbstract: Chemistry is a Science with few specific signs in Brazilian Sign Language for teaching deaf people. This language barrier can lead to learning obstacles for deaf students. Thus, the present research had as objectives to catalog entries and to create signals for the use in practical classes of Chemistry. In order to collect data, the terms in the literature in the trilingual illustrated dictionary that had relations with the discipline of Chemistry were categorized from the Content Analysis, according to their use and use. A quantitative analysis of the most present terms was carried out in experimental classes, used in the General Chemistry and Experimental I subject of the Chemistry Degree of the IFMS campus Coxim. Four signs of chemistry laboratory instruments are being developed, which have the potential to be used in bilingual practices in higher and secondary education.Keywords: Bilingual Education; Formation of Scientific Concepts; Experimental Practices. 

scholarly journals Verkliga vardagssammanhang i årskurs 4 eller kontextlös kunskap i årskurs 8? Everyday life context in grade 4 or knowledge without context in grade 8

2017 ◽  
Vol 13 (1) ◽  
pp. 36-51
Author(s):  
Magnus Oskarsson ◽  
Nina Eliasson ◽  
Karl Göran Karlsson
Keyword(s):  
Everyday Life ◽  
Favorable Outcome ◽  
Knowledge Development ◽  
Average Score ◽  
Specific Knowledge ◽  
Daily Lives ◽  
Life Context ◽  
Science Classes ◽  
The Eu ◽  
Grade 8

AbstractInternational comparisons of students’ knowledge as TIMSS and PISA have shown that Swedish students' knowledge of science deteriorated during the 2000s, compared to both previous years and to other countries. In grade 4, however, the results improved between 2007 and 2011 and Sweden is one of the countries showing the greatest difference between the results in grade 4 and grade 8, suggesting a weak knowledge development in science between these grades.This study compares Swedish pupils' results for individual tasks in Science in TIMSS 2011 with an average score of countries in the EU or OECD. The items are classified by whether they are put in a context and if they ask for school specific knowledge or if they could be solved with knowledge from sources outside school. A large proportion of the items in grade 4 is linked to a context and to students' everyday lives, which explains the good results for the younger students.  Few items in grade 8 are of interest for the students or linked to students' daily lives and on these items Swedish students often perform below average for the EU / OECD, which contributes to the less favorable outcome in grade 8. The weak development of knowledge between grades 4 and 8 that is indicated by TIMSS suggests that the formalized science classes in school do not reach the students and it points to the need for a clearer connection to students' interests and experiences.

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