A química na inclusão de surdos: proposta de estratégia didática para o ensino de equilíbrio químico a partir da ciência cognitiva

Abstract

The concept of inclusion emerged from movements advocating that all individuals, regardless of their specific characteristics, have both the right and the ability to exercise their role as citizens in society. This movement is realized through the guarantee of access to education for all. Deaf culture, composed primarily of individuals with hearing impairments, has historically been part of this struggle for inclusion. The aim of this research is to contribute to the teaching of deaf students in chemistry education through the development of a didactic strategy on the topic of Chemical Equilibrium, grounded in cognitive science, with a focus on studies of Information Processing (IP) and Cognitive Load Theory (CLT). We started from the hypothesis that it would be possible to identify elements of CLT in studies conducted with deaf students in Brazil within the context of chemistry education. To this end, a systematic literature review was conducted, guided by the following research question: Based on studies on strategies, materials, and methodologies for the inclusion of deaf students in chemistry education, how do the emerging categories relate to central aspects of CLT and IP, and what adjustments can be made? The review was carried out using two databases, Google Scholar and the CAPES Periodicals Portal, through the use of descriptors, covering the period from 2015 to 2024, thus encompassing the last ten years. The synthesis of the review data was conducted through a meta-analysis guided by Bardin’s (1997) content analysis. The systematic review revealed four categories: planning and collaborative learning, contextualization of teaching, language adaptation, and assessment. Based on the review and an in-depth study of cognitive theories, we developed a teaching strategy designed to reduce cognitive load, thereby making it more cognitively accessible. Throughout the teaching strategy, we sought to align principles of CLT with the discussions arising from the review. The strategy was presented to a member of the deaf community for validation. During this process, a deaf student contributed by identifying aspects of the strategy that required adjustments, taking into account her own experience. We emphasize that the validation and refinement of the strategy do not conclude the discussion; further investigations are needed, both through its practical application and through deeper exploration of the relationship between cognitive theory and the development of instructional materials.