Elaboração de sinais de libras para conceitos de biologia celular

Abstract

The present work has as a research theme the teaching of Biology for the deaf people. The general objective was to investigate the process of drawing signs of Brazilian sign language (LIBRAS) by deaf teachers, carried out in a collaborative way for concepts of cellular biology. All participating teachers reside in Campo Grande-MS and are employees of the Training Center for Education and Deaf People (CAS) Professionals. This research was motivated by the scarcity of scientific work in the field of biology teaching for the deaf, by the difficulties of interpreters in translating the concepts of biology into language signs and by the interest of the deaf teachers who attend the CAS. It is a qualitative- collaborative research that was carried out from the offering of a training to the deaf teachers, who participated voluntarily of the research. This formation was organized in the form of a didactic sequence and developed in three stages. In the first one, there was the dialogue with interpreters, to investigate the difficulties experienced by these professionals in the teaching of biology. In the second stage, the same dialogue was carried out with the deaf teachers of the CAS, to subsidize the planning and development of the training that was expected to start from the contents on the cellular biology until mitotic cell division, performing a survey of the previous knowledge of the participants. The results of this stage evidenced the need to restructure the schedule development of the sequence and the content choice to be worked with the teachers for the research development. The third step was the implementation of the classes, which were planned and developed during the sequence application. The intervention processes occurred in a participative way during six meetings, with two hours each, during the development of the didactic sequence. The group members were encouraged to interact and question the group of experts, and these interactions were significant for reflection on the spontaneous concepts identified during the sequence development and on scientific concepts. All the research was developed based on the assumptions of the historical-cultural theory of Vygotsky and the data collected in the meetings were obtained through the filming and analyzed using microgenetic analysis. The signals were proposed and elaborated collaboratively during the training and the deaf teachers created five new signs of LIBRAS: Systems, Autotroph, Heterotroph, Prokaryote Cell and Eukaryotic Cell.