This research presents the planning and design of an instructional module for teaching science, more specifically of the respiratory system for teaching deaf students. First, we address a discussion on deaf education based on linguistic issues, which involves the teaching of Portuguese and sign languages. We describe the strategy of creating a module that is based on social interactionism, and finally describe a situation of educational intervention by analyzing the process of conceptual appropriation. Therefore, we present episodes occurring in class 8th grade elementary school of the Association of the Deaf Goiânia (ASG), with the participation of nine students. The module design uses different forms of representation of scientific knowledge. Our results infer that the strategy was used as a tool of action and not as mediated reality, a tool of explanation and prediction. It allowed the students to perceive, build relationships and learn from the natural phenomena symbolized in the sequences experienced.
Science teaching; Education of the deaf; Instructional module; Language
