Educação matemática no caminho da inclusão: Percepção docente na prática com alunos surdos

Abstract

The policy of inclusion as integration process in the environment of school is the point that promotes to everybody lives at the same place. Many challenges have to be overcomed when teachers teach the students with some special educational needing. In relation to the teaching of mathematics, the inclusion process of deaf students is highlighted the fact that the communication goes on the great impasse to the quality of teaching. This research aims to investigate the perception of mathematics teachers of a teaching institution in the inner region of Paraíba State in Brazil related to the inclusion process of deaf learners. In this reserch it was used a qualitative approach which was analyzed a descriptive way the data collected. The mathematic teachers of that school were the participants in this work. A semistructured interview was used as a methodological tool to collect the data. The data were interpreted through the analysis of the contents (Bardin, 1977) who brought up three categories: teaching training, teaching process and mathematics learning for deaf students and physical and pedagogical structures. Then regarding the interviews of participants, it was concluded that the initial formation of the mathematics teachers still needs more knowledge and changing in the curriculum of teachers course regarding the context of inclusion and the knowledges related to deafness. In relation to the continuous of education, generally the teachers look for the improvement of themselves related to the context of the inclusion or deficiency of some students in classroom. There is a lack of interest by some part of teachers to participate of the improvement related to deafness, even with formation at the environment of school. It was highlighted the important role of the Libras (Brazilian Signal Language) interpreter in the teaching and learning processes of deaf learners. At the end, the teachers that participated in the research pointed that it is necessary the improvement of educational formation that involves practical policy inclusion to deaf learners, a better joining of pedagogical team and a higher number of interpreters.