This work aims to create and validate a Bilingual Video Material (BVM), supported by the concepts of Environmental Education (EE), Green Chemistry (GC) and Sustainable Development Goals (SDGs) in an inclusive class of the high school level in Brazil, thus enabling the inclusion of the deaf in a more accessible way, based on the cultural artifacts of the Deaf Community. Therefore, through a qualitative and participatory research, it was possible to verify the efficiency in the adoption of the bilingual teaching methodology. This didactic strategy proved to be a great ally of accessibility (in Portuguese and in Brazilian Sign Language - LIBRAS) for the inclusion of deaf people, especially when based on the contextualization with EE, GC and SDGs in an interdisciplinary approach.

A Química é uma ciência fundamental para a sociedade. Dentro do contexto educacional, abordagens de ensino descontextualizadas com a realidade, como a falta de relação com a Educação Ambiental (EA), tornam o aprendizado desinteressante para os alunos. Essa problemática se intensifica para os estudantes surdos, devido à falta de ações docentes que incluam esses discentes no âmbito escolar. Diante disso, o presente artigo tem como objetivo desenvolver um Jogo Lúdico Educativo (JLE), amparado nos conceitos da Química Verde (QV) e no 6° (sexto) Objetivo de Desenvolvimento Sustentável (ODS), para uma turma do ensino médio com discentes ouvintes e 1 (um) surdo. A pesquisa foi desenvolvida por meio da abordagem qualitativa de natureza participante e, por meio dela, constatou-se a efetivação da implementação de Metodologias Ativas (MA) na Educação Inclusiva (EI). Mediante a isso, a utilização do Lúdico na aprendizagem de alunos surdos estimula a participação e a interação dentro da sala de aula. Tal ação pedagógica demonstrou a importância dos artefatos culturais da Comunidade Surda (CS), principalmente, do trabalho em conjunto com os Tradutores Intérpretes da Língua de Sinais (TILS). Destarte, espera-se com esse trabalho contribuir para a transformação de uma educação mais acessível e inclusiva.

Em tempos de pandemia da COVID-19, o emprego das Tecnologias Digitais da Informação e Comunicação (TDICs) se tornou fundamental no ambiente escolar. Todavia, é notória a carência na produção e validação de materiais digitais acessíveis, sobretudo no que se refere a inclusão escolar de pessoas surdas. No âmbito da Educação Ambiental (EA), o presente trabalho objetivou produzir e validar materiais didáticos audiovisuais acessíveis para o público surdo. Com metodologia qualitativa e de cunho participante, o projeto ocorreu de forma remota e dividiu-se em três etapas: (I) conferência com a equipe educacional; (II) desenvolvimento/produção do material didático; (III) validação do material apresentado para o aluno surdo. Foram abordadas as temáticas sobre o 6º Objetivo do Desenvolvimento Sustentável, EA e os impactos causados por catalisadores orgânicos. Os primeiros resultados obtidos mostraram as principais dificuldades encontradas, tais como a “poluição visual”. Diante disso, na segunda etapa, deu-se a confecção do material didático. Por fim, na última etapa foi notada uma melhoria na participação do discente surdo durante a aula. Espera-se que abordagens mais inclusivas possam ser desenvolvidas para o perfil dos alunos surdos.

Chemistry is generally viewed in a repulsive way by high school students. This problematic condition is the result of the various impasses generated by traditionalist methods that are being applied in schools, such as the lack of contextualization in the teaching of Natural Sciences. Therefore, this study aimed to develop experimental classes contextualized to the socio-scientific dimensions of Chemistry; as well as based on Environmental Education (EA) in a class of the 4th year of the Technical Course Integrated to High School of Controle Ambiental do Instituto Federal de Educação, Ciência e Tecnologia da Paraíba - IFPB, João Pessoa campus. In this sense, by mediation of a mixed approach (qualitative and quantitative), the research group presented to the students a low-cost process for improving water quality via Batch Adsorption with activated carbon from the endocarp of the coconut (biodegradable adsorbent material for the treatment of hard water). The activity was divided into three parts: i) Application of the Virtual Survey Questionnaire (VSQ); ii) Conducting experimental classes; iii) Application of the Final Virtual Questionnaire (FVQ). In this process, the students presented satisfactory considerations regarding the pedagogical intervention, showing that this practice was important for technical and citizen training. Thus, the research in question aims to enable the pedagogical community to acquire new skills and abilities regarding the work of the implementation of EE, involving Green Chemistry (GC) and the Sustainable Development Goals (SDGs), in the school menu.

The Covid-19 pandemic brought several challenges to the educational system with regard to the continuity of classes in the context of an Emergency Remote Education (ERE). Among these challenges, we highlight the intensification of disinterest and low participation of students in chemistry classes and the insufficiency of didactic proposals that work with School Inclusion (SI), with a focus on accessibility for the deaf. The ERE model lasted 2 (two) years, after this period, teachers had to face a new change in the school scenario: Post-pandemic Face-to-Face Teaching (post-pandemic FFT). Thus, with the return to classes, the challenges mentioned were accentuated, bringing again the demand for the adoption of new educational strategies. Within this context, this article is justified in the development of a pedagogical intervention focused on the inclusive teaching of Chemistry in the post-pandemic FFE, linked to the principles of Green Chemistry (GC) and the 6th Sustainable Development Goal (SDG). This action aimed at the elaboration of accessible didactic materials, together with the application of an experimental, contextualized, and sustainable practical class called: Batch Adsorption with activated charcoal from the endocarp of the coconut (biodegradable adsorbent). The results of the research showed that the adoption of the contextualization methodology, concomitantly with the development of the practical activity, pointed to an improvement in the teaching of Chemistry in the post-pandemic face-to-face model. Therefore, sustainable experimentation effectively contributed to the learning process and a more critical look at the socio-environmental issues discussed.

The year 2020 was marked by the beginning of the intense journey against Covid-19, which brought strong impacts to Brazilian education. In view of this, the educational system began to adapt to the “new normal” and, with this, problems arose in adapting to virtual education, especially in the scope of School Inclusion (SI) of the deaf public, since social distancing requires significant attention in the use of aspects of communication and online technologies. These difficulties were more prominent, especially in the discipline of Chemistry, which is not detached from experimentation. Thus, the research demonstrates the need for better approaches to SI in Emergency Remote Education (ERE), especially in Chemistry contextualized to Environmental Education (EE). This work aims to adopt Active Methodologies (AM) and it is justified in offering activities aimed at the interassociations between Chemistry and EE, through the Case Study (CS) method. These actions addressed the principles of Green Chemistry (GC) and the 6th Sustainable Development Goal (SDG) on drinking water and sanitation. The development of the work occurred remotely in an inclusive class. The results of the research demonstrated the importance of using inclusive methodologies that favor the construction of effective knowledge and enable the exchange of knowledge in a bilingual and accessible environment. Thus, the adaptation or development of new didactic methodologies can change the reality of Brazilian education.