Raciocínio lógico matemático no jogo de xadrez: Uma experiência com alunos surdos

Abstract

With each passing day, we are faced with an increasingly frequent scenario in Brazilian schools: repeating students who can not memorize or concentrate, which makes them problematic for many. Among them we find the deaf. For them, the problems are amplified, leaving them paralyzed by the learning process, often labeled by their own family, teachers and colleagues. The deaf dreams for their citizenship, but they face the linguistic and social difficulties of their specificity. The objective of this study is to investigate the contributions of chess as a tool for the teaching and learning process of mathematics for deafs of the State School of Audiocommunication Demóstenes Cunha Lima - EDAC, in the city of Campina Grande-PB. To do so, we take as base the qualitative research, where we did a case study. The analysis of the chess practice in school can broaden the scientific bases of these affirmations, so the study seeks to identify the aspects that guide the relationship between the experiences of the chess game and education, identifying the educational advantages of the chess pratice and investigating possible improvements in concentration, in school performance and also in the socialization of students. In the bibliographical review we take as a base the contributions of Vygotsky and Antônio Moreira, of Cláudia Kranz and Carlos Skliar, and of Walter Benjamin, Zatz, Huizinga and Kishimoto. As an instrument of data collection, we used diagnostic and evaluative activities, semi-structured interviews and participant observation, focusing on the existence of inclusive pedagogical actions and the interaction of the chess pratice with the learning of mathematics. We observe the pedagogical actions developed that facilitate the teaching and learning process of mathematics of deafs students. The observations were performed between November and December 2017. The data collected were presented and analyzed according to Laurence Bardin's "Content Analysis" (2011). We compared our results with authors who deal with the possibilities and challenges found in the teaching and learning process, specifically in the area of mathematics, with deaf students. At the end, we envisage the possibility of using chess as a mathematical tool in the teaching and learning process of deaf students.