A SYSTEMATIC REVIEW ON SEMIOTICS, MULTIMODALITY AND TEACHING NATURE SCIENCES IN THE EDUCATION OF THE DEAF STUDENT

The recurrent need for manipulation of phenomena, symbols and models in the process of teaching and learning of chemical content makes the ability to understand and manipulate signs crucial. Especially on deaf education, whose vision establishes the channel of communication of these people, making the visual sign more important and of great interest in the area. The objective of the present work was to gather and analyze recent national and international publications dealing with semiotics and / or multimodality in the teaching of chemistry for the deaf. For this, a systematic search was carried out covering a period of ten years of publication of the main magazines and journals in the area of Chemistry Education, Deaf Education, Science Education and Inclusion, using a combination of descriptors in Portuguese, English and Spanish. The result of the bibliographic survey revealed that, in addition to the small number of researches dealing with the theme, they demonstrate the decisive importance of multimodal practices based on visual resources for the educational development of the deaf learner. We found that research points to the urgency of developing visual strategies, to facilitate the access of the deaf to scientific knowledge.