A elaboração conceitual de química em uma perspectiva bilíngue: um estudo a partir da educação de surdos

Abstract

We designed a participatory study that aimed to analyze the discursive interactions from an extension course in chemistry for the deaf, to elucidate aspects inherent to the conceptual elaboration by the deaf and hard-of-hearing. The course was run using a didactic sequence with eight pedagogical interventions (PI), from which six episodes of teaching were analyzed, starting from the PI1, which was about the recognition of chemical transformations. Our results showed that the conceptual elaboration process of deaf students, in a bilingual environment, necessarily involves the mediation by the Educational Sign Language Interpreter (ESLI). This differs substantially from students with no hearing impairments, although deaf students have similar alternative conceptions regarding chemical transformations. Our results also show that the lexical-semantic choices by the ESLI in the mediation process can either help or hinder the development of chemical thinking by deaf students.