THE TEACHING OF CHEMISTRY IN THE INCLUSION OF DEAF: POSSIBILITIES FROM THE CONCEPT OF COLLECTIVELY CONSTRUCTED LEARNING

Abstract

The contemporary school dialogues with plurality and diversity. In this scenario, deaf students are included in regular classrooms and need to have access to curricular components in their first language, Libras. For these students, some difficulties are noticeable, such as many contents of the Chemistry discipline, as an example. Thus, this work seeks to identify what these difficulties are and how to transform them.  This study emerged from research that included many phases of investigation. However, here, a brief excerpt from the interviews conducted with Chemistry teachers and three deaf students from the 3rd year of High School of an inclusive school in the private school system in the metropolitan region of São Paulo will be shared. This stage of the investigation also enabled the identification of the role of the Libras interpreter in this process and the perception that inclusion is a movement that requires the commitment of all involved.