Ensino inclusivo de Geometria: narrativas de professor, intérprete e aluno surdo

Abstract

This research analyzes testimonials from Mathematics teachers, Libras interpreters and deaf students about inclusive methodological experiences in teaching Geometry in face-to-face teaching. We opted for the qualitative approach because the researcher inserts himself in the observed environment with the participants when recording researched information. We used the questionnaires applied to Mathematics teachers, the Libras Interpreter and deaf students, through E-mail and WhatsApp. With the observations and the questionnaires, we verified testimonials about methodological challenges faced by teachers in exposing the content and, like these, interacting with deaf students. When discussing Mathematics education and inclusive teaching aimed at the deaf, we adopted the contributions of Castro (2018), Guimarães (2009), Perlin and Strobel (2008), Silva (2015), among others. The research reveals that the pedagogical practice with deaf students must be re-signified, in order to lead them to understand the addressed content. As for the obstacles in the teaching-learning process, we identified the absence of signs in Libras corresponding to certain mathematical concepts presented in the teacher-student-interpreter interaction. In addition, many teachers reveal that they do not access Inclusive Education content, although some show interest. As for the interpreters, they faced difficulties in previously accessing the lesson plan made available by the teachers, an occurrence that obstructs communicational interaction in Libras, an aspect pointed out by the deaf as fundamental in the interaction and understanding of the content. We highlight the need for hearing teachers and students to learn Libras, in order to improve the communication of the Geometry content between teacher-deaf-interpreter.