As tecnologias digitais da informação e comunicação (TDICs) no ensino de Química para estudantes surdos no ensino médio

Abstract

The present study aimed to provide a High School Chemistry teacher with theoretical and practical enhancement on the use of ICTs (Information and Communication Technologies) as inclusive and facilitative resources for the learning of deaf students. The goal was to identify possibilities and challenges inherent in the educational process for these students, understand the historical context of advancements achieved thus far, and reflect on what still needs to be done for the effective implementation of inclusive teaching and learning processes for deaf students. In line with the research objective, an action research was conducted, with a qualitative approach and a convenience sampling, of the non-probabilistic type. The research took place in a High School, part of the state education system, located in the municipality of Cabo de Santo Agostinho, Pernambuco. The participants included a Chemistry teacher, graduated in Biological Sciences and specialized in Chemistry, and a deaf student in the second year, taught by the respective teacher. Data collection involved semi-structured interviews with the participants, supported by questionnaires. The research consisted of four stages, with the first being initial interviews with the teacher and the student. The initial interview with the teacher addressed questions about their initial and continuing education, as well as their familiarity with Information and Communication Technologies (ICTs) in the education of deaf students. The initial interview with the student aimed to understand their socioeconomic profile, school life, and their perception of inclusion in classes. In the second stage, a training session was conducted for the teacher, where the concept of ICTs was explained, and examples and suggestions were provided on how these technologies could be used to include deaf students in Chemistry classes. The lesson plan, including the use of ICTs, was also developed during this stage. The third stage involved the implementation of the planned lesson, allowing the teacher to experience mediated teaching with the support of ICTs and verify whether these technologies genuinely facilitate the teaching and learning process. Finally, the last stage included post-lesson interviews with the teacher and the student to gather their perceptions of the classes using ICTs. According to the findings, the main difficulty identified on the part of the teacher was the lack of knowledge resulting from limited initial and continuing education regarding the education of people with disabilities, especially the deaf. Thus, the training provided to the teacher proved effective, giving them theoretical and practical enhancement to face future challenges related to the use of ICTs. This training also provided the teacher with insight on how to apply ICTs inclusively, particularly for the benefit of deaf students. Additionally, the improvement of the teacher's skills resulted in a more supportive and effective educational experience for these students.