Química e Libras: desenvolvimento e aplicação de material didático bilíngue (Português–Libras) para o ensino de conceitos de ácidos e bases a um estudante surdo da 2ª série do ensino médio

Abstract

This study aims to develop and evaluate bilingual didactic material (Portuguese–Brazilian Sign Language – Libras) focused on teaching acid–base concepts in high school, with an emphasis on the inclusion of a deaf student. A qualitative approach based on a case study was adopted, using visual and experimental resources along with inclusive strategies to promote accessibility and facilitate the understanding of scientific content. The pedagogical intervention was carried out with a deaf student through activities involving concrete materials, animations, and educational cards, supported by mediation in Libras. The results indicate that the use of this material supports the construction of conceptual relationships, enhances student autonomy, and increases participation in activities, while also reducing communicational barriers related to language and scientific culture. It is concluded that bilingual pedagogical strategies, supported by experimentation and visual resources, are effective in promoting meaningful learning and the inclusion of deaf students in Chemistry education, reinforcing the importance of investing in accessible materials and teacher training to ensure the right to scientific knowledge for all.