Academic chemistry glossary

• Autor(a) principal: Raizer, Karina Zaia Machado
• Data de Publicação: 2023
• Outros Autores: Pasqualli, Roberta
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: ETD - Educação Temática Digital
• Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8660102
• topic: Glossário; Ensino; Química; Surdo; Glosario; Enseñanza; Química; Sordo; Glossary; Chemistry; Teaching; Deaf

This article aims to present the discussions carried out in the process of elaborating, applying and evaluation the Academic Glossary of Libras. The discussions presented in this text are based on the theoretical studies of Skliar (2015, 2016), Quadros (1997, 2008, 2012), Stumpf (2001, 2008), Stumpf and Martins (2017) and Strobel (2008). Of an applied nature, the research was carried out based on the concepts of participatory research, with a qualitative approach, with 19 Chemistry professors from the Federal Institute of Education, Science and Technology of Santa Catarina who provided support for the process of elaboration, application and validation of the Academic Glossary of Libras. The results were in line with other research, pointing to the lack of academic training of teachers, the lack of bilingual didactic resources (Libras / Portuguese) in the area of ​​teaching Chemistry, the scarcity of specific terms of Chemistry in Libras resulting in teaching strategies of ineffective chemistry for deaf students and the indication of the importance of developing an online glossary. In this sense, the Academic Chemistry Glossary was considered a bilingual didactic support material (Libras / Portuguese) for teaching Chemistry to the deaf that it can contribute to the education studies of the deaf, in the teaching strategies of Chemistry for the deaf, in dissemination of specific terms of Chemistry and, most importantly, raising the quality of education for the deaf in Brazil.