CHEMISTRY TEACHING FOR THE DEAF: A BIBLIOGRAPHIC ANALYSIS

Abstract

For a long time deafness was understood as an anomaly and not as a difference. When it comes to deaf students, it has gone through several strands, such as oralism, total communication, bilingualism and, more recently, deaf pedagogy. Students with hearing impairments present a delay in language adaptation, making learning difficult, as well as the assimilation of contents. But, these students have the possibility of learning when placed in an appropriate linguistic environment and considering their limits. Given the increase in public policies and in favor of inclusion, education for the deaf has improved its paradigms. Thus, the present study gives a general overview of the developmental history of teaching and learning of these students, introducing them to the world of chemistry, giving the deaf a complete and didactic teaching. Since chemistry is a science that has its own characteristic language different from the common language, we also observe that the lack of signs in chemistry-specific LIBRAS and the lack of a redirected methodology are one of the main criticisms of the teaching practices of this science. Therefore, this leads us to question whether the inclusion of deaf students in regular schools, which primarily use the Portuguese language as the main communication channel, is the best way for the development of these subjects in this current educational system.