Elaboração de material didático dinâmico inclusivo no ensino de química

Abstract

This paper presents the development of a video lesson of electrochemistry with translation into Brazilian Sign Language (LIBRAS), available on the Youtube platform, to meet the needs of deaf students. A brief historical survey was carried out on the panorama of the teaching of chemistry to the deaf, in order to contextualize the importance of accessibility in education. The video class was produced using the Power Point software as a tool and had the participation of a professional trained in LIBRAS. The evaluation of the video was performed by three distinct groups, one deaf student, sixteen future teachers and five teachers, one of high school and five of higher education. The evaluation forms were divided into three sections: identification of the evaluator, evaluation of the video lesson with translation in LIBRAS and evaluation of the elaboration of the didactic material in Power Point. The answers obtained in the forms were analyzed and presented in a clear and objective manner. The results indicate that future teachers recognize the importance of producing inclusive and accessible materials. Teachers consider the availability of materials with translation in Libras very important to help the inclusion and participation of deaf students. They also state that they would use video lessons with translation in Libras in their classes, if they had deaf students present. The positive response of the deaf student indicates that the use of video lessons with translation in Libras is an effective strategy for teaching Chemistry to deaf students.