Orientações didático-pedagógicas para o ensino de Química aos estudantes com deficiência auditiva.

Abstract

The teaching of the Brazilian Sign Language (LIBRAS) constitutes something like a right the highest adaptations of access to the curriculum for the deaf population. LIBRAS is relatively new in most regular public instituions; not only in these, but in many public environments, such as banks, shops, churches etc. Many students with or without disabilities or citizens are unawarw of LIBRAS due to the déficit in their teaching in regular schools or in special education. Thinking about this, more deeply, it is clear that in addition to students, many teachers are unaware of LIBRAS or devalue it considering that it is not necessary to study or teach or teach it in a regular school, as many teachers believe that they wil not encounter studentes deaf or with another type of disability. (SILVA, et. Al, s/d). Accordingly, this work aims to understand and organize basic didactic-pedagogical guidelines for teaching chemistry; in order to favor thr understanding of teachers about teaching, meeting the real needs of the deaf student. This work is a bibliographic (conceptual) research, using instruments: theoretical review: conceptual and clinical aspects about hearing loss; legal aspects that fundamentally include the deaf in regular education; didactic-pedagogical aspects for the teaching of chemistry to the deaf, in regular education. In higt school, regular school, in the teaching and learning methodology of deaf studentes, communication in the classroom comes to be mediated by the interpreter. The training of the professional interpreter is. achieved through higher education, with qualification in Libras - Portuguese language. There is a change in the training required for professional performance, which passes, sporadically, at medium level because, there were no qualified professionals when Decree 5.626 / 2005 was issued. Although it consists of being a professional responsible for transforming Libras into Portuguese and on the contrary, this mediation becomes extremely valuable, if we consider that the interpreter has a great training in assisting deaf students in classroom spaces, helping with educational communication inside and outside the classroom. In this way, we can point out that most schools are not suitable for deaf students, making it difficult for them to learn. With that it needs inspection so that the laws are followed.