Atividade de matemática com alunos na sala de AEE: experiências pedagógicas no atendimento

Abstract

In the last decades, the number of enrollments of deaf students in regular schools has been increasing considerably. As a consequence, the Brazilian government created the Atendimento Educacional Especializado – AEE, which is developed in regular institutions, taking place in Rooms with Multifunctional Resources, to meet the special educational needs of these students. So, it brought a doubt concerning the inclusion of deaf students: what are the pedagogical practices that a teacher from the AEE and the regular math teacher build to guide the math activities? To answer this question, we explored the math activities applied to the deaf students of the elementary school, enrolled in a public school in the city of Pocinhos, Paraíba. We made use of half structured interviews and Observation In Loco as our methodological instruments. It is important to note that, due to the pandemic we have been living since 2020, the interviews were conducted through an electronic form, and the classroom observations were made with the help of technological resources, such as Google Meet. The results showed that despite the challenges faced on the remote teaching and by the objectives proposed by the educational system, the teacher managed to succeed in meeting the special needs of the students. Keywords: Math Education. Inclusive education. Deaf. Pedagogical Practice.