Desenvolvimento de videoaula de ciências para estudantes surdos usuários da língua brasileira de sinais

Abstract

Abstract: The present work was structured in scientific articles form. It was proposed from the personal concern of a teacher who, in beginning of her teaching career, faced the challenge of teaching science to a deaf student. The difficulties were related, in particular, to communication, and to the fact that Science involves abstract contents and many terminologies which, the corresponding signs do not always exist or are known to the deaf. We sought to treat deafness under the sociocultural approach, in order to respond to the research problem: How should a technological resource be developed in order to foster the learning in science for deaf students in Elementary School? The objective was initially to make a historical survey about the education of deaf people; To analyze Vygotsky's contributions to the deficiencies, especially to the deafness and teaching students with this condition; And to identify aspects that best contemplate the teaching of science directed at deaf students. Through a bibliographic review and participant research at Centro Escolar Elysio Campos, the potential use of science teaching technologies for deaf students users of the Brazilian Sign Language (Libras) was observed. It was also confirmed a lack of research and products aiming the deaf public with this approach. Thus, it was aimed to develop a videotape as a facilitator resource to the mediation of Science teaching contents by teachers, assisting in particular those who have little knowledge about deafness and / or who are not accompanied by interpreters. Thus, from the multidisciplinary team work, a pilot videotape was developed, with the theme "Law of Inertia". The use of Libras was prioritized, as well as the use of images, animations and Portuguese language in written mode. Aiming the performance in the students' proximal development zones, examples of daily life and self-explanatory images were adopted in the script. The media was presented to deaf individuals and listeners belonging to the deaf community for evaluation. Based on the information received, changes were made in the layout, in the information presentation, as well as in the methodology related to narrative and interpretation, resulting a new video. This was called the final version prototype because new elements were incorporated in the discussion about how best to assist the deaf individual, and new changes were needed. The research trajectory revealed that the deaf community is resistant to participating in initiatives that involve teaching strategies conducted by people who are not considered to belong to the Deaf Community. One of the plausible justifications is the fact that throughout the historical educational process of the deaf, it was the hearers who made the decisions, resulting in exclusion, regression and inefficiency in teaching and learning. Thus, it is necessary for the deaf to accept the field related to the teaching strategies development that respect their particularities and needs.