Contribuições do material em libras para o ensino de ciências na educação infantil

Abstract

Sought, through this research, the development o a material in “LIBRAS” to contribute in the context of inclusion of deaf children in kindergarten. This research occurred in a CMEI (Municipal Center for Early Childhood Education) from Ponta Grossa, Parana state, through teaching practices carried out with twenty-six (26) students who attend kindergarten, in the class of students (06) six years of age, and that twenty-five (25) students are hearing and one (01) deaf student, suffering from severe-profound deafness and sign language user. There were footage and pictures of teaching practice in everyday situations in the classroom for five (05) days of the month of December 2008. The study took place in the science area, with the theme Pollution Environment. Activities involved vocabulary, storytelling, a movie, visit the Science Fair, exercises and games. The communication used during the process was signaled Portuguese for better understanding of students (hearing and deaf) in the acquisition of content. The material in the “LIBRAS” consists of cards with signs and written in Portuguese of the vocabularies and characters of the story. The material was validated by judges/referees (professionals and experts in the field of deafness) in the form of descriptive opinions that can be verified the importance of the material in the “LIBRAS” in the inclusive context. During the implementation of the project, the both students obtained a satisfactory learning, mediated by communication in which the material “LIBRAS” was the link for the background with the mediation of the teacher in language. This demonstrates that the material is important tool in the inclusion and that promote the deaf child and the listener learning to build knowledge, even speaking different languages. Sciences.