CTS-focused approach in teaching Chemistry to deaf students with a view to proposing term signs in Libras for chemical concepts: a systematic review
The study carries out a systematic literature review of Brazilian theses and dissertations regarding the use of the CTS approach to understand concepts in Chemistry classes and the possible proposition of term signs in Brazilian Sign Language (LIBRAS). The theoretical framework was supported by auth...
| Autores: | , , , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2024 |
| País: | Brasil |
| Recursos: | Universidade Federal de Santa Maria (UFSM) |
| Repositório: | Revista Educação Especial (UFSM) |
| Idioma: | português |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/86772 |
| Acesso em linha: | http://periodicos.ufsm.br/educacaoespecial/article/view/86772 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Libras Ensino de Química Enfoque CTS Chemistry teaching CTS approach Enseñanza de la química |
| Resumo: | The study carries out a systematic literature review of Brazilian theses and dissertations regarding the use of the CTS approach to understand concepts in Chemistry classes and the possible proposition of term signs in Brazilian Sign Language (LIBRAS). The theoretical framework was supported by authors who centralize the CTS approach as a productive approach to teaching Chemistry, in interface with considerations that deal with the inclusion of deaf people in pedagogical practices on inclusion. Methodologically, the study was based on Sampaio and Mancini (2017) regarding the systematic review. The review findings identified five studies, including Master's and Doctorate studies, that serve the analysis, which was based on two guiding questions. The systematic literature review allowed us to perceive that, in Brazilian productions in recent years regarding the teaching of Chemistry for the deaf, they reveal that the research produced on the use of the CTS approach in the teaching of Chemistry for the deaf is still incipient, which leaves open space for studies that locate centrality in this direction. The results reveal that each research offers new term signs for the concepts worked on, not presenting a metalinguistic standard for the community. |
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