<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0187-893X</journal-id>
<journal-title><![CDATA[Educación química]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. quím]]></abbrev-journal-title>
<issn>0187-893X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Química]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0187-893X2025000100014</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2025.1.88498</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Chemistry by hands: creation of signs in libras (brazilian sign language) for Essential terms for teaching chemistry]]></article-title>
<article-title xml:lang="es"><![CDATA[Química con las manos: creación de señas en Libras (Lengua de Señas Brasileña) para términos esenciales en la enseñanza de la química]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Rita de Cássia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mól]]></surname>
<given-names><![CDATA[Gerson]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Joilce Karine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Porto]]></surname>
<given-names><![CDATA[Joel Augusto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação Ciência e Tecnologia  ]]></institution>
<addr-line><![CDATA[Guanambi ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>36</volume>
<numero>1</numero>
<fpage>14</fpage>
<lpage>28</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2025000100014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2025000100014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2025000100014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The deaf student&#8217;s educational basis lies in Libras, a linguistic system grounded in the visual-spatial modality. Despite being legally recognized for over 20 years, this language still lacks signs for scientific terms, including essential topics in chemistry teaching, making it difficult for deaf individuals to grasp this science. According to the literature, this terminological scarcity indicates the need for studies aimed at expanding the lexical repertoire of Libras. In this direction, this research aimed to produce signs for chemical terms in Libras to contribute to the proper construction of scientific concepts for deaf high school students at the Federal Institute of Bahia Campus Guanambi. Signs were created for ten terms: Base, Hydroxyl, Covalent Bond, Heterogeneous Mixture, Homogeneous Mixture, Oxidation, Reduction, Solution, Solute, and Solvent. The methodology was based on the assumptions of action research through the extension project &#8220;Chemistry by Hands.&#8221; The procedure used for the creation and validation of the sign-terms followed the approach proposed by Nascimento in 2016, with adaptations suggested by Pizano and colleagues in 2021. The created sign lexicon is virtually available on a YouTube channel @QuimicapelasMãos and on an Instagram profile @_quimicapelasmaos. It was concluded that the created and validated signs are of utmost importance for lexical expansion and vocabulary enhancement for language users, as they allow for advancement towards more meaningful learning and provide greater inclusion of deaf students in chemistry classes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La base educativa del estudiante sordo radica en Libras, un sistema lingüístico basado en la modalidad visual-espacial. A pesar de haber sido reconocida legalmente durante más de 20 años, esta lengua aún carece de señas para términos científicos, incluidos conceptos esenciales en la enseñanza de la química, lo que dificulta la comprensión de esta ciencia para las personas sordas. Según la literatura, esta escasez terminológica destaca la necesidad de estudios enfocados en ampliar el repertorio léxico de Libras. En este sentido, esta investigación tuvo como objetivo producir señas para términos químicos en Libras y contribuir a la construcción adecuada de conceptos científicos para estudiantes sordos de secundaria en el Instituto Federal de Bahía, Campus Guanambi. Se crearon señas para diez términos: Base, Hidroxilo, Enlace Covalente, Mezcla Heterogénea, Mezcla Homogénea, Oxidación, Reducción, Solución, Soluto y Solvente. La metodología se basó en los presupuestos de la investigación-acción a través del proyecto de extensión &#8220;Química con las Manos&#8221;. El procedimiento para la creación y validación de estas señas siguió el enfoque propuesto por Nascimento en 2016, con adaptaciones sugeridas por Pizano y colaboradores en 2021. El léxico de señas creado está disponible virtualmente en el canal de YouTube @QuimicapelasMãos y en el perfil de Instagram @_quimicapelasmaos. Se concluyó que las señas creadas y validadas son de suma importancia para la expansión léxica y el enriquecimiento del vocabulario de los usuarios de la lengua, ya que permiten un avance hacia un aprendizaje más significativo y fomentan una mayor inclusión de los estudiantes sordos en las clases de química.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[creation of sign-terms]]></kwd>
<kwd lng="en"><![CDATA[libras]]></kwd>
<kwd lng="en"><![CDATA[chemistry teaching]]></kwd>
<kwd lng="es"><![CDATA[creación de términos-seña]]></kwd>
<kwd lng="es"><![CDATA[libras]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la Química]]></kwd>
</kwd-group>
</article-meta>
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