CTS-focused approach in teaching Chemistry to deaf students with a view to proposing term signs in Libras for chemical concepts: a systematic review

Detalhes bibliográficos
Autor(a) principal: Dantas, Lucas Maia
Data de Publicação: 2024
Outros Autores: Ribeiro, Marcus Eduardo Maciel, Bastos, Amélia Rota Borges de, Andrade, Francisco Rogiellyson da Silva
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/86772
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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spelling CTS-focused approach in teaching Chemistry to deaf students with a view to proposing term signs in Libras for chemical concepts: a systematic reviewEnfoque CTS en la enseñanza de Química a estudiantes sordos con miras a proponer signos terminológicos en Libras para conceptos químicos: una revisión sistemáticaEnfoque CTS no ensino de Química para estudantes surdos com vistas à proposição de sinais-termo em Libras para conceitos químicos: uma revisão sistemáticaLibrasEnsino de QuímicaEnfoque CTSLibrasChemistry teachingCTS approachLibrasEnseñanza de la químicaEnfoque CTSThe 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.El estudio realiza una revisión sistemática de la literatura de tesis y disertaciones brasileñas sobre el uso del enfoque CTS para comprender conceptos en las clases de Química y la posible proposición de signos de términos en la Lengua de Signos Brasileña (LIBRAS). El marco teórico fue sustentado por autores que centralizan el enfoque CTS como un enfoque productivo para la enseñanza de la Química, en interfaz con consideraciones que abordan la inclusión de personas sordas en las prácticas pedagógicas sobre la inclusión. Metodológicamente el estudio se basó en Sampaio y Mancini (2017) en cuanto a la revisión sistemática. Los hallazgos de la revisión identificaron cinco estudios, entre ellos estudios de maestría y doctorado, que sirven para el análisis, que se basó en dos preguntas orientadoras. La revisión sistemática de la literatura permitió percibir que, en las producciones brasileñas de los últimos años sobre la enseñanza de la Química para sordos, revelan que las investigaciones producidas sobre el uso del enfoque CTS en la enseñanza de la Química para sordos son aún incipientes. lo que deja espacio abierto para estudios que ubiquen la centralidad en esta dirección. Los resultados revelan que cada investigación ofrece nuevos signos terminológicos para los conceptos trabajados, no presentando un estándar metalingüístico para la comunidad.O estudo realiza uma revisão sistemática de literatura em teses e dissertações brasileiras quanto ao uso do enfoque CTS para a compreensão de conceitos em aulas de Química e possível proposição de sinais-termo em língua brasileira de sinais (LIBRAS). No arcabouço teórico, alicerçou-nos autores que centralizam o enfoque CTS como abordagem produtiva para o ensino de Química, em interface com considerações que versam sobre inclusão de pessoas surdas nas práticas pedagógicas sobre inclusão. Metodologicamente, o estudo balizou-se em Sampaio e Mancini (2017) quanto à revisão sistemática. Os achados da revisão identificaram cinco pesquisas, entre estudos de Mestrado e Doutorado, que servem à análise, a qual se pautou em duas questões norteadoras. A revisão sistemática de literatura permitiu perceber que, nas produções brasileiras dos últimos anos quanto ao ensino de Química para surdos, que as pesquisas produzidas sobre a utilização do enfoque CTS no ensino de Química para surdos ainda são incipientes, o que deixa espaço aberto para estudos que localizem centralidade nessa direção. Os resultados revelam que cada pesquisa oferece novos sinais-termo para os conceitos trabalhados, não apresentando um padrão metalinguístico para a comunidade.Universidade Federal de Santa Maria2024-05-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/8677210.5902/1984686X86772Special Education Magazine; v. 37 n. 1 (2024): Revista Educação Especial – Publicação Contínua; e15/1-31Revista de Educación Especial; v. 37 n. 1 (2024): Revista Educação Especial – Publicação Contínua; e15/1-31Revista Educação Especial; v. 37 n. 1 (2024): Revista Educação Especial – Publicação Contínua; e15/1-311984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/86772/63824http://periodicos.ufsm.br/educacaoespecial/article/view/86772/63825Copyright (c) 2024 Revista Educação Especialhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessDantas, Lucas MaiaRibeiro, Marcus Eduardo MacielBastos, Amélia Rota Borges deAndrade, Francisco Rogiellyson da Silva2024-05-20T14:49:45Zoai:ojs.pkp.sfu.ca:article/86772Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2024-05-20T14:49:45Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv CTS-focused approach in teaching Chemistry to deaf students with a view to proposing term signs in Libras for chemical concepts: a systematic review
Enfoque CTS en la enseñanza de Química a estudiantes sordos con miras a proponer signos terminológicos en Libras para conceptos químicos: una revisión sistemática
Enfoque CTS no ensino de Química para estudantes surdos com vistas à proposição de sinais-termo em Libras para conceitos químicos: uma revisão sistemática
title CTS-focused approach in teaching Chemistry to deaf students with a view to proposing term signs in Libras for chemical concepts: a systematic review
spellingShingle CTS-focused approach in teaching Chemistry to deaf students with a view to proposing term signs in Libras for chemical concepts: a systematic review
Dantas, Lucas Maia
Libras
Ensino de Química
Enfoque CTS
Libras
Chemistry teaching
CTS approach
Libras
Enseñanza de la química
Enfoque CTS
title_short CTS-focused approach in teaching Chemistry to deaf students with a view to proposing term signs in Libras for chemical concepts: a systematic review
title_full CTS-focused approach in teaching Chemistry to deaf students with a view to proposing term signs in Libras for chemical concepts: a systematic review
title_fullStr CTS-focused approach in teaching Chemistry to deaf students with a view to proposing term signs in Libras for chemical concepts: a systematic review
title_full_unstemmed CTS-focused approach in teaching Chemistry to deaf students with a view to proposing term signs in Libras for chemical concepts: a systematic review
title_sort CTS-focused approach in teaching Chemistry to deaf students with a view to proposing term signs in Libras for chemical concepts: a systematic review
author Dantas, Lucas Maia
author_facet Dantas, Lucas Maia
Ribeiro, Marcus Eduardo Maciel
Bastos, Amélia Rota Borges de
Andrade, Francisco Rogiellyson da Silva
author_role author
author2 Ribeiro, Marcus Eduardo Maciel
Bastos, Amélia Rota Borges de
Andrade, Francisco Rogiellyson da Silva
author2_role author
author
author
dc.contributor.author.fl_str_mv Dantas, Lucas Maia
Ribeiro, Marcus Eduardo Maciel
Bastos, Amélia Rota Borges de
Andrade, Francisco Rogiellyson da Silva
dc.subject.por.fl_str_mv Libras
Ensino de Química
Enfoque CTS
Libras
Chemistry teaching
CTS approach
Libras
Enseñanza de la química
Enfoque CTS
topic Libras
Ensino de Química
Enfoque CTS
Libras
Chemistry teaching
CTS approach
Libras
Enseñanza de la química
Enfoque CTS
description 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.
publishDate 2024
dc.date.none.fl_str_mv 2024-05-20
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/86772
10.5902/1984686X86772
url http://periodicos.ufsm.br/educacaoespecial/article/view/86772
identifier_str_mv 10.5902/1984686X86772
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/86772/63824
http://periodicos.ufsm.br/educacaoespecial/article/view/86772/63825
dc.rights.driver.fl_str_mv Copyright (c) 2024 Revista Educação Especial
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2024 Revista Educação Especial
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; v. 37 n. 1 (2024): Revista Educação Especial – Publicação Contínua; e15/1-31
Revista de Educación Especial; v. 37 n. 1 (2024): Revista Educação Especial – Publicação Contínua; e15/1-31
Revista Educação Especial; v. 37 n. 1 (2024): Revista Educação Especial – Publicação Contínua; e15/1-31
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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