Quando a química fala em sinais: diálogos e sentidos na educação de surdos

Abstract

This article discusses the development of chemical concepts by deaf students in a bilingual classroom, grounded in the contributions of Vygotsky and Bakhtin. The research, of a participatory nature, was carried out at the Federal Institute of Goiás during an extension course that included experimental activities organized in a didactic sequence with eight pedagogical interventions (PIs). The analyses focused on teaching episodes from PI3, highlighting the role of the Libras/Portuguese Translator and Interpreter (TILP) in mediating knowledge. Results show that the TILP does not merely pro-vide literal translation, but intervenes in the negotiation of meanings and senses, which can either facilitate or hinder conceptual construction, particularly when using signs that contradict the scientific concept. It is concluded that the inclusion of deaf students in Science/Chemistry education requires collaborative pedagogical practices between teach-er and TILP, as well as critical reflection on the use of signs that foster dialogical and equitable teaching.