Visual literacy of the deaf for science teaching
Wanderson Cleyton da Silva, Shirleide Maria de Oliveira, Bárbara Rafaela da Silva Dias, Juliana Georgia da Silva, Ana Jhoice de Santana Ferreira, Polyane Maria da Silva, Bruna Iasmim dos Santos Pompéia, Diego Filipe da Silva, Weslainy Margarida da Silva, Adla Polayne Barbosa da Silva, Juceli Gomes de Queiroz, Marcos Vinícius Alves da Silva
2021
IJS - International Journal of Sciences
When a child is inserted in school, it becomes literate with letters and numbers, which later serve as the basis for the construction of words and texts. Visual literacy helps the child to be literate at first in his/her language: pounds (Brazilian sign language) for soon after learning a new language. With interactive practices and effective methodologies, visual literacy in science teaching has suffered a great scarcity, due to the lack of visual materials signaled from some programmed
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... , due to this need for resources the teacher has seen this as a great challenge. As a key of this transformation process, adopting other resources to help in their classes, but some students feel the need for interpretation in some concepts, because they have not been literate in sign language. It is essential, therefore, to conduct an investigation on how to produce and/or adapt materials/resources making accessible and establishing guidelines in the realization of a new conception of teaching learning aimed at deaf students. This paper seeks to know practices that can serve as instruments for deaf students. To understand how these resources can adapt in the school context, this study sought to understand what visual literacy is in an inclusive and large-scale perspective and how these resources emerge and strengthen in communication accessibility. Therefore, the importance of reviewing articles, books and magazines that address the theme studied and also the linguistic context that involves the process of teaching and learning the student with deafness in the discipline of science, this one, takes place in his first language (Libras) and this device matters to changes in concepts and roles within the educational environment aimed at a bilingual proposal, in which students, educators and managers are main actors in decision-making aimed at true social and school inclusion.
doi:10.29327/229003.2.3-7
fatcat:dj7kj2cdm5bgtgd33w7lzgd67m
