Ensino de ciências para estudantes surdos em classes comuns: metodologias inclusivas no ensino fundamental

Abstract

This undergraduate thesis reviews the literature on science education for deaf students in regular classes of Elementary Education, articulating academic research, Brazilian legal frameworks, and the National Common Curricular Base (BNCC). Through a bibliographic review, it seeks to understand how to plan and conduct lessons that ensure access, participation, and learning, recognizing the centrality of Libras in the educational process and the importance of organizing time, spaces, and materials in ways that allow the entire class to participate. The review shows that a bilingual educational approach, when considered from the outset, shapes teachers’ choices through clear objectives, explanations anchored in visuality, and the use of models, diagrams, signed videos, and manipulable materials to address abstract science concepts, as well as investigative activities in which sign language structures interactions. It also highlights that the partnership with the sign language interpreter must function both as communicative mediation and as pedagogical practice, so that interpretation becomes part of the didactic design of the lesson. The studies analyzed indicate that the mere enrollment of deaf students and the presence of an interpreter, in isolation, are not sufficient. Gaps remain in initial and continuing teacher education, the repertoire of scientific terminology signs is still limited, materials are not always adapted, and there is a gap between what the law prescribes and what schools are able to implement in practice. At the same time, documented experiences show that bilingual investigative sequences, scientific glossaries in Libras, and formative assessments aligned with the language of instruction foster conceptual understanding, expand participation, and enhance learning for the entire class. Based on these studies, this thesis discusses didactic principles for science teachers and suggests areas for further development, such as expanding the repertoire of scientific signs by discipline, producing teaching materials in bilingual format, consolidating joint planning time between teachers and interpreters, and ensuring in-service training for school teams. Even so, the evidence supports the conclusion that scientific literacy from a bilingual perspective, grounded in Deaf culture and supported by accessible investigative practices, improves science teaching and plays a crucial role in the participation and social construction of deaf students together with hearing peers.