With the great technological evolution experienced in contemporary times, one
of the challenges facing the teacher is the use of technologies in the classroom.
Particularly for the implementation of inclusive education, greater support is needed
for teachers and students, given that subjects such as Chemistry are considered
complex. The study presented here aimed to answer the following research problem:
Which mobile applications for the deaf have been used in the teaching of Chemistry?
To answer it, we had, as a general objective: to map the mobile applications aimed at
deaf students that have been used in the teaching of Chemistry. The research is
exploratory, with a bibliographic review being carried out to search for scientific
productions that dealt with the subject in question. The review was carried out on the
Google Academic and Capes Periodical platforms, using the following descriptors:
“applications” combined with “teaching of Chemistry” and “deaf students”, delimiting
the time interval between 2017 and 2022. The results found show that didactic
resources are still incipient, especially applications, used in Chemistry Teaching, and
most of these do not deal with specific contents of Chemistry, but bring such contents
translated into Brazilian Sign Language. In addition, a good part of the studies found
dealt with themes directed to High School, with few productions for the teaching of
Chemistry in Elementary School. Therefore, for inclusive education to be enhanced,
new investments and research are needed on the specificities for the teaching and
learning of deaf students, as well as the training of professionals (teachers,
interpreters) who work directly with this public, promoting the development of new
technologies and studies that can promote the learning of these students.
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