Uma proposta de elaboração de sinais específicos para os conceitos de massa, força e aceleração em libras

Abstract

The present work has as its theme the Physics Teaching deaf students and its aim was to propose the creation of signs in Brazilian Sign Language (Libras) to physics concepts and verify their acceptance. The proposed creation of these signals was motivated by the results of previous research in which we found that deaf students have many difficulties in learning physics concepts, mainly because interpreters Libras use signs of daily to explain physical concepts and end up hindering the appropriation of scientific concepts by deaf students. This is a qualitative research that was developed in two stages. At first we check the existing signals related to the concepts of force, mass and acceleration and develop a didactic sequence, based on cultural-historical perspective of human development, to prepare a group of deaf instructors, from the Center of Professional Education and Care for People with Deafness (CAS/SED/MS) to participate in the creation of the signs of the chosen physical concepts because they are deaf that create and validate the signals in the Libras. For testing and acceptance of these new signs, we invite some students who attended by the CAS and we conducted an investigation by applying the new signs in the discussion of the Newton’s Laws content. The data, collected through video footage and audio recordings were transcribed and analyzed using a microgenetic analysis, based on cultural-historical perspective of Vygotsky. The results showed that, initially, all research participants (both instructors as deaf students), although they had studied the physical concepts whose signs were created, they demonstrated that they did not know or did not remember these concepts. The didatic sequence used contributed to the instructors to take ownership of the concepts that were created, there was acceptance of new signs by students and that the use of these signs, articulated with interactive lessons and mediated by the teacher contributed to the differentiation between everyday and scientific concepts for these investigated students with deafness.