O ensino de botânica em um contexto bilíngue (LIBRAS-português): a tradução intersemiótica na construção do conhecimento científico

Abstract

In this article, we analyze how intersemiotic translation, supported by Brazilian Sign Language (Libras) and the visual experience of deaf individuals, can aid the conceptual development of Botany. To this end, we have developed a teaching sequence guided by the action research cycle and supported by visual pedagogy and experimentation. This sequence comprises four pedagogical interventions (PIs), which were implemented at the Bilingual Centre for Deaf Students in Goiânia by a hearing teacher fluent in Libras during the first semester of 2023. The research participants were eighteen high school students from all three years of secondary education. Data was collected from video recordings of the PIs, translated into Portuguese, and subjected to conversation analysis. Our results indicated that intersemiotic translation aided the development of the concept of plants and that Peirce’s semiotics provides an understanding of the process of teaching and learning science to deaf individuals.