The subject of Libras in teaching undergraduate degree of Chemistry and Biological Sciences: current tendencies and change proposals

Charallo, Thalita Gabriela Comar; Júnior, Gláucio de Castro; Andrade, Mariana Aparecida Bologna Soares de

doi:10.1590/1980-6248-2024-0040BR

person Thalita Gabriela Comar Charallo

Conceptualization (Equal) · Data curation (Lead) · Investigation (Lead) · Methodology (Lead) · Project management (Lead) · Resources (Equal) · Supervision (Equal) · Validation (Equal) · Visualization (Equal) · Writing-original draft (Equal) · Writing- review and editing (Equal)

schoolUniversidade Estadual do Paraná – UNESPAR, Centro de Ciências Humanas e da Educação, Apucarana, PR, Brasil. thalita.charallo@unespar.edu.br

0000-0002-7169-2556

person Gláucio de Castro Júnior

Conceptualization (Equal) · Methodology (Equal) · Resources (Equal) · Supervision (Equal) · Validation (Equal) · Visualization (Equal) · Writing- original draft (Equal) · Writing- review and editing (Equal)

schoolUniversidade de Brasília – UnB, Departamento de Linguística, Português e Línguas Clássicas - LIP, Brasília, DF, Brasil. glaucio@unb.br

0000-0003-3002-5308

person Mariana Aparecida Bologna Soares de Andrade

Conceptualization (Equal) · Methodology (Lead) · Resources (Equal) · Supervision (Equal) · Validation (Equal) · Visualization (Equal) · Writing-original draft (Equal) · Writing- review and editing (Equal)

schoolUniversidade Estadual de Londrina – UEL, Centro de Ciências Biológicas, Londrina, PR, Brasil. marianaandrade@uel.br

0000-0002-1945-4606

personCorresponding author: Thalita Gabriela Comar Charallo – Universidade Estadual do Paraná – UNESPAR, Colegiado de Letras Português, Avenida Minas Gerais, 5021, Apucarana, PR, 86813-250, Brasil.

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Responsible editors:

Associate Editor: Eduardo José Manzini https://orcid.org/0000-0002-7420-6146

Editor-in-Chief: Chantal Medaets https://orcid.org/0000-0002-7834-3834

UC	Definition	UR
1) Conceptions about the deaf subject	Contents that identified (or not) discussions regarding Deaf people’s historical and philosophical aspects	1.1 – Deafness historical aspects 1.2 - Libras as a natural language 1.3 – Vocabulary 1.4 – Deaf culture and identity 1.5 - Legislations and educational policies
2) Educational interpreter	Contents that identified (or not) discussions about the Libras’ interpreter, as the professional that mediates communication, and their attributions in the process of school inclusion with the hearing teacher	2.1 – Understanding the interpreter’s role as a communication mediator 2.2 – Attributions of the teacher and the interpreter 2.3 – Interpretation techniques Libras/Portuguese and Portuguese/Libras
3) Bilingual education	Contents that approached the bilingual education model in the education for the Deaf	3.1 – Portuguese as a second language (L2) and Language acquisition L1 and L2 3.2 – Visual pedagogy or strategies and methodologies for the teaching-learning process of deaf people. Production of didactic materials.
4) Chemistry and Biology teaching for Deaf people	Approach/discussion about themes in the area of science teaching, in this case chemistry or biology teaching, for deaf students	4.1 – Specific signs from the areas of chemistry and/or biology 4.2 – Methodological strategies specific to science e4.3 – Lack of interpreter’s knowledge e4.4 – Difficulty to teach sciences due to the lack of signs in Libras e.4.5 – Presentation of a class in Libras e.4.6 – Were not approached
5) Approaches about inclusion in general or conceptions about special education	Besides Libras, general or specific discussions about special education and/or inclusion and Libras as a subject in teacher education;	5.1 – Present general discussions about inclusion 5.2 – Do not present general discussions about inclusion 5.3 - Libras in teacher education

UR	Records and examples
UR	Syllabi	Teachers	Students
1.1	107 records	3 records	13 records
Deafness historical aspects related to sign language	“Brief study on deafness and hearing impairment; the dead person and their historical aspects.” (HEI-B-57²)	“History of deaf education, as it was in the past, the deaf, their history until nowadays.” (T3)	“History of the deaf people and the recognition of Libras as a language.” (S7)
1.2	120 records	4 records	8 records
Libras as a natural language (grammar aspects)	“Parameters in Libras; linguistic notions of Libras; transcription system; types of phrases in Libras; incorporation of denial and grammar in Libras (HEI-C-56)	“Basic questions of the grammar in sign language to understand the comparison with Portuguese, in what they are similar and different.” – (T1) “I show what Libras is and use this time to talk about the parameters and how the signs are created.” (T2)	“Libras gramar/phrase formulation.” (S51)
1.3	111 records	4 records	49 records
Signs and Vocabulary	“Hand sign alphabet. Non-manual expressions. Use of the space. Classifiers. Libras vocabulary in different contexts. Dialogues in Sign Language” (HEI – B- 31)	“Basic vocabulary of Brazilian sign language.” ( T1)	“Basic conversation vocabulary”. (S35)
1.4	76 records	5 records	2 records
Deaf culture/ Identity	“Deaf identities and deaf culture.” (HEI-C-57)	“Deaf culture and identity.” (T4) “The main content is deaf culture, because people need to know how the deaf community is” (T5)	“Musicalization in Lbras.” (S41)
1.5	43 records	1 records	4 records
Educacional Legislation and Policies	“Bilingualism and deaf education: legal and political-pedagogical.” (HEI-B-67)	“I work with the inclusion of deaf students.” (T2)	“Legislation on the inclusion of deaf people in schools.” (S20)

UR	Records and examples
UR	Syllabi	Teachers	Students
2.1	12 records	4 records	0 records
Understanding the interpreter’s role as a communication mediator	“Understand the role of translators and the educational interpreter.” (HEI-B-29)	“I also approach the role of the Libras interpreter.” (T2)
2.2	4 records	0 records	0 records
Attributions of the teachers and attribution of the interpreter	“Knowledge of nomenclature and the professionals involved in the subjects’ education.” (HEI -C-68)
2.3	7 records	0 records	0 records
Interpretation techniques Libras/Portuguese and Portuguese/Libras	“Translation and interpretation theory. Introduction to translation techniques in Libras/Portuguese. Introduction of translation techniques Portuguese/Libras.” (HEI -B-07)

UR	Records and examples
UR	Syllabi	Teachers	Students
3.1	31 records	1 record	0 records
Portuguese as a L2 and Language acquisition L1 and L2	“Sign Language acquisition process observing the similarities and differences between this language and Portuguese.” (HEI-C-13)	“I also talk about the difficulties that deaf students have with Portuguese” (T2)
3.2	9 records	1 record	0 records
Visual pedagogy or strategies and methodologies for the teaching-learning process of deaf students. Production of didactic material.	“Know methodological strategies to teach deaf students. Produce didactic material for the inclusion of deaf students in the classroom context.” (HEI-C-28)	“The second content I approach, after deaf culture, is about the different methodologies that can help teachers adapt their classes for deaf students.” (T5)

UR	Records and examples
UR	Syllabi	Teachers	Students
4.1	9 records	1 record	6 records
Specific signs in Chemistry and Biology areas	“Libras basic vocabulary: general and specific contents in the Chemistry teaching context.” (HEI-C-54)	“I only teach specific signs for the course.” (T5)	“Yes, some biology terms are approached but many of them do not have signs.” (S21)
4.2	1 record	0 records	0 records
Specific methodological strategies for science	“Methodologies to teach Sciences and Biology for deaf people. Presentation of school activities to teach deaf people in Science and Biology.” (HEI-B-23)

Emerging UR	Records and examples
Emerging UR	Students
e4.3 Interpreter’s lack of knowledge	2 records
e4.3 Interpreter’s lack of knowledge	“Yes, we commented about the lack of interpreters to work in these teaching areas.” (S33)
e4.4 Difficulty in teaching sciences due to the lack of signs in Libras	4 records
	“Yes, we perceived that because it presents many complex terms, it is difficult to show the deaf student what is being said.” (S66)
e4.5 Presentation of a class in Libras	17 records
e4.5 Presentation of a class in Libras	“Yes, one of the evaluations of the course was to plan a biology class, having in mind that there would be a deaf student in the regular classroom, and we had to use specific signs in the class.” (S36)
e4.6 Were not approached	33 records
e4.6 Were not approached	“This was not approached during the subject, it was more Libras in general, basic. It was so basic that, in my opinion, I would like to make a course to learn Libras better and teach a deaf student more respectfully” (S53)

UR	Registros e exemplos
UR	Syllabi	Teachers	Students
5.1	20 records	0 records	45 records
Present general discussions about inclusion	“Proposes a reflection about the National Policy of Special Education in the perspective of inclusive education and the national guidelines for Special Education in K-12 Education.” (HEI-B-45)		“We studied the inclusion not only of deaf students but in companies and other [spaces]. We studied the difficulties and the laws that support this.” (S48)
5.2	120 records	0 records	12 records
Do not present discussions	“ Brazilian Sign Language (Libras): concepts and parameters. Visual description and space of linguistic and topographic signaling. Presentation of a basic vocabulary to understand Libras structures and regularities.” (HEI-C-44)		“The classes were more focused on learning Libras, a “discussion” would be the presentation of a seminar.” (S11)
5.3	11 records	0 records	0 records
Libras in teacher education	“Education of the deaf in teacher education, school reality and alterity.” (HEI-B-20)

The subject of Libras in teaching undergraduate degree of Chemistry and Biological Sciences: current tendencies and change proposals

Abstract