Teaching astronomy in sign languages
The lack of scientific vocabulary in Sign Languages becomes increasingly evident with the advancement of the inclusion of Deaf peoplein formal and informal educational spaces. Although many neologisms emerge from the immediate need for communication, manyend up not correctly correlating Language and...
Guardado en:
| Autores principales: | , , |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Portugués |
| Publicado: |
Asociación de Profesores de Física de la Argentina
2021
|
| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35205 |
| Aporte de: |
| Sumario: | The lack of scientific vocabulary in Sign Languages becomes increasingly evident with the advancement of the inclusion of Deaf peoplein formal and informal educational spaces. Although many neologisms emerge from the immediate need for communication, manyend up not correctly correlating Language and Science. It is important that neologisms emerge consciously and correlating linguisticand scientific perceptions with the same level of importance, especially for topics related to our daily lives and world perception sothat everyone has access to the important information in an appropriate way, in addition to stimulating the interest of the Deaf communityin the sciences. The partnership between the Deaf community and the bilingual professional points out to be the best way todo so, seeking equity of respect between for the two areas of knowledge. Analysing and comparing astronomy signs in Libras and inLGP, when analysing each Visual Sign and comparing the two languages, we find that some visual characteristics are more evident forthe Deaf, and thus confirms the importance of a scientific glossary thought by skilled professionals, to avoid the maintenance of erroneousconceptions and respect for the visual culture of the Deaf. |
|---|