Recurring actions in the process of intermediating chemical knowledge for the deaf

Abstract

This article aimed to report and discuss recurring actions during the process of intermediating chemical knowledge. The actions described in this article were carried out during an extension course offered to deaf people enrolled in public high school in the city of Anapolis. The extension course took place in the chemistry laboratory of IFG, and had the participation of a chemistry teacher, two Libras translators and interpreters (TIL), one Libras teacher, three chemistry teachers in initial formation and thirteen deaf students. The extension course was organized in the form of a didactic sequence containing eight pedagogical interventions (IP), in which the following themes were explored: 1) How to recognize chemical transformations? 2) Does the evidence guarantee that a chemical transformation has taken place? 3) Recognizing chemical transformations and 4) Is the dough preserved in chemical transformations? All IP were recorded in audio and video, later translated, and transcribed into Portuguese and underwent a Dialogic Discourse Analysis. Our data show us that the linguistic agreement, the use of imagery resources, the negotiation of senses and, interruptions in the discursive, chain based on the dialogue between TIL and the teacher, are recurrent actions throughout the process of intermediation of chemical knowledge which help the access and development of a Chemistry thinking by deaf students.