TRANSLINGUAGEM E PROCESSOS DE CO-CONSTRUÇÃO DE SENTIDOS COM ESTUDANTES SURDOS NO ENSINO DE CIÊNCIAS

Abstract

The objective of this research was to build pedagogical actions in science teaching with deaf students from the perspective of translanguaging. The work was developed in a public school in the city of Ponta Porã-MS. The methodological path is based on the perspective of collaborative research. Meetings were held to prepare the planning, together with the teachers and in conjunction with the Libras interpreter. The instruments used for recording were a logbook, photographs and video recording, and the research was approved by the ethics committee of the Universidade Federal de Mato Grosso do Sul. Two science teachers, two deaf students and an interpreter participated in the research. The investigation took place during 3 school semesters of the school's academic calendar. We elaborated categories of analysis that relate to the theoretical framework of translanguaging with approaches to cultural-historical theory. After elaborating the actions, we organized the interventions in 9 scenarios, each of them involving two classes planned in a translingual perspective with a focus on the linguistic repertoire of deaf students. The results showed that valuing the existing and emerging repertoires of students in the relationship expands their communication possibilities, knowledge acquisition, interaction between their peers, protagonism and change in teaching posture. Based on the research results, we built a proposal for translingual pedagogy in the educational process of these students, seeking fair ways in the elaboration of pedagogical actions, where the repertoires of this group are validated in educational practices.