O ensino de matemática para surdos: Lidando com barreiras educacionais e comunicativas.

Abstract

This research essay had as one of the objectives to investigate the scenario of Educational Inclusion of deaf students in the regular classes of Mathematics in a school of the state education network. The production of the data for analysis was performed by a retrospect in the current laws focused on Special Education and elaboration of questionnaires and an interview. The interview had the presence of the researcher in formation, in order to guide the participants who were elected for being considered main involved in the process of School Inclusion, these being the Teacher (listener), the Interpreter of Libras (listener) and the Student (deaf). It was observed the presence or not of teaching methodologies that aided the deaf student when faced with the need to relate Mathematical concepts. The understanding of these concepts was analyzed observing the fullness of the visual interpretations of the student and a significant recognition of their learning processes. The analysis took into account the possibility of categorization of Mathematical elements that the Brazilian Sign Language can offer as a propulsive, directing to the proposal of creating a "dictionary" that translates the Mathematical Language into the Libras.