Ten years after the enactment of the 10.436/2002 law, it is clear that the presence of deaf students in regular classrooms has become a reality. After the regulation of the Federal decree nº 5.626/2005, advances can be noted regarding access and inclusion of deaf students in educational environments, consolidating historical efforts by the deaf community. As a result, there is a demand for pursuing new strategies for teaching and for learning assessment. However, we have noticed that many sign language translators/interpreters (TILS) have problems interpreting scientific concepts, with which they are often unfamiliar. The aim of this study is to provide teachers and TILS working in first year elementary level classes with assistance for teaching concepts related to astronomy. To this end, we conducted a survey of signs related to astronomy, according to vocabulary indicated in the Brazilian National Curriculum Parameters (PCN). The signs were available in the two main Libras dictionaries used in the country, as well as in a dictionary specialized in Astronomy. This survey enabled us to analyze 49 concepts and their definitions, by means of which we conducted a rereading of same and indicated more adequate definitions for TILS and teachers. We found that definitions of some signs presented in the dictionaries were distorted and redundant, requiring greater specificity in the explanations. This revision enabled us to produce simpler entries and allowed us to suggest concepts that have not as yet been coined in Libras.
Special Education; Teaching; Astronomy; Deafness; Brazilian Sign Language
