JENGA DOS ALCANOS: UMA ADAPTAÇÃO PEDAGÓGICA E LÚDICA PARA ENSINAR QUÍMICA PARA ALUNOS SURDOS

There are several contents of complex nature in chemistry teaching. Teaching such contents to deaf students requires re-signification, in addition to the Cultural-Historical Theory, the appropriation of these concepts demands the development of voluntary attention, perception, memory and thought. So, is possible to consider that the adapted games are mediating tools for the appropriation and generalization of Chemistry concepts by deaf students? The development and application of the Jenga Game resulted from studies developed in the subjects "Instrumentation for Teaching Chemistry II" and "Brazilian Sign Language (LIBRAS) II" at the Federal University of Latin American Integration (UNILA). The research of qualitative approach, is participatory with intervention and occurred in a Bilingual Education school for the deaf, located in western Paraná, in a high school class, with a sample of 12 deaf students over 18 years. The qualitative analysis revealed that: i) the stimuli that induced the voluntary attention of students occured only after the second round of the game ; ii) the proposed game led them to perception, because building structures, recognizing the correct pieces to be removed, was determinant; iii) the game promoted memorization, demanding from students, the structures building with the correct number of bonds for each compound; iv) the presence of the Translator and Interpreter of Sign Language (TILS) and the mastery of sign language, were essential for the access and appropriation of scientific concepts. As for the generalization of the concepts, this study would demand more time and conditions to fully explore the proposed content.