Concepções sobre os papéis educativos, transposições didáticas e ensino de química no contexto da pandemia

Abstract

In this work, we seek to analyze the didactic transpositions that occurred in the teaching and learning of chemistry in the scope of the education of the deaf in Remote Education. Understanding the role and concepts of the Sign Language Interpreter - ILS and the Chemistry teacher regarding their professional practices in building the knowledge of the deaf student, in a regular school. The research used a qualitative approach and used semi-structured interviews as a data source. For the interpretation of data we use the method proposed by Minayo, the hermetic-dialectic analysis (AHD), which understands the research subjects through all the implications: historical, sociocultural, political, economic and educational. As a result, we observed that there was no instruction or guidance on how to start Remote Education, thus demonstrating a gap in the noosphere of external didactic transposition. In face-to-face chemistry classes, visual aids were present and remotely the greatest difficulty is the impossibility of carrying out experiments. We also identified that the interpreter recognizes his role, but is covering and receiving charges that do not belong to the ILS function. Finally, we can conclude that a change is necessary in the teacher's conceptions, so as not to overload the interpreter and really inclusive actions should be considered together with the school, teacher and interpreter that will influence the teaching and learning of the deaf student.