A organização e implementação de aulas de um professor de matemática para uma aluna surda: um estudo de caso em uma sala de aula numa perspectiva inclusiva

Abstract

This research is conducted by interweaving the constructs of the Theory of Didactic Situations with the principles of Inclusive Education. The main objective is to analyse the organization and implementation of a Mathematics teacher's lesson for a deaf female student in a classroom, from an inclusive perspective. This qualitative study consisted of a case study involving the following collaborators: a Mathematics teacher, a Brazilian Sign Language (Libras) Interpreter, a deaf female student, and hearing students. The setting of the research was a second-year High School class at a school in the state of Rio Grande do Norte, Brazil. To achieve our main objective, the analyses were developed based on studies of the teacher activity levels model presented by Claire Margolinas. In this sense, categories were extracted from each level of the aforementioned author's model to analyze our data based on criteria established and address our research objective. The criteria established in each category were essential to analyse the organization and implementation of the lesson taught by the collaborating Mathematics teacher in this study. In addition, they allowed us to advance the discussion on deaf students' inclusion in regular school Mathematics classrooms, guided by the ideas of authors such as Nogueira, Soares, Zanquetta, Borges, Viana, Lacerda, and Oliveira. After considering each category analyzed, the data indicate that the deaf female student's inclusion in the classroom and her communication are related to the linguistic and institutional access. Regarding access to mathematical knowledge targeted during classes, the data also indicate that this is compromised by the teacher's difficulty in organizing and implementing a lesson plan that effectively includes the deaf female students on an equal and equitable basis with other hearing students. These difficulties faced by the teacher are related to various factors, among which we can mention their conceptions, choices, actions, methodology, training, and support provided by the school institution for teaching work from an inclusive perspective. We also emphasize that this professional research presents, as one of its outcomes, an Educational Process entitled “Dialogues on mathematics lessons for deaf students from an inclusive perspective”, which was developed as part of this research. This Process addresses the researcher's doctoral trajectory by exploring actions that enabled the establishment of dialogues between researchers, teachers, pre-service teachers, and Brazilian Sign Language (Libras) interpreters regarding Mathematics lessons for deaf students from an inclusive perspective.