Possibilidades e desafios da educação científica para estudantes surdos: uma revisão bibliográfica

Abstract

In promoting education for the deaf, it is important to consider and organize teaching that allows for full participation, using Brazilian Sign Language (Libras) both in the classroom and in other school environments. Consequently, addressing the teaching of science to deaf students becomes necessary to demonstrate how education is being developed and whether inclusion is meeting the linguistic learning characteristics. In light of this, this study aimed to analyze the presence of content related to the use of Libras in science education, especially in biology, in articles and expanded abstracts published from 2021 to 2024. The methodology employed a qualitative approach, with bibliographic research as the theoretical and methodological foundation and content analysis as the technique. Data were obtained through research conducted on the Google Scholar platform. The results revealed that the language barrier is one of the major obstacles in the learning of scientific concepts for deaf students, emphasizing the need for more publications and the development of specific signs in Libras for scientific terms. Teacher training also proved to be insufficient to address all the nuances of biology teaching for deaf students. Additionally, there are issues related to the role of the educational interpreter and the dynamics between teachers and interpreters that need to be understood to create effective teaching and learning strategies. Most of the studies analyzed emphasized these issues, highlighting that there is ample room for improvement and innovation in science education for deaf students, which need to be addressed to ensure truly inclusive and effective education.