Chemistry Teaching in the Context of Inclusive Education: The Use of Metacognition in the Learning Process of Deaf Students
The constant changes in the educational scenario have required educators to be prepared to deal with the diversity, plurality and heterogeneity that the contemporary school concentrates. Acting in the face of this otherness has been a major challenge for these educators, since their training rarely includes a program that combines theory and practice that favors the specificities of those who need a differentiated approach. When we do this analysis in relation to the learning of chemical concepts aimed at the deaf audience, the observed failures are alarming and need reframing for inclusion to be a reality. Thinking about these questions, the aim of this research is to understand how the learning of chemistry by deaf students occurs in a regular classroom of an inclusive school of the private network and to understand when the difficulties regarding the knowledge that encompass this discipline arise. For the research a qualitative methodology was used and the observations were made from a case study. The developed activities were carried out under the metacognitive bias and includes, besides the activities developed with the deaf students, semi-structured interviews with the students themselves and other educators participating in the inclusive process. It is expected as a result that new possibilities in deaf chemistry teaching emerge from the analysis of the collected data and that these, in turn, favor the learning process of these students, minimizing the difficulties presented by them.