Tecendo a educação matemática na escolarização do aluno surdo não sinalizado: desafios da inclusão

Abstract

The present research carried out at the Federal Institute of Paraíba, Picuí campus - PB, had as its main objective to investigate methods and strategies for teaching addition and subtraction operations to a deaf student in the 1st year of high school, who is not signed, or In other words, he was not fluent in the Brazilian Sign Language, Libras. This study adopted a qualitative approach, characterized by its exploratory and flexible nature, aiming to understand the specific phenomenon through the interpretation of the experiences of its participants. This research was also classified as pedagogical, as it was based on an intervention approach, with the author being the participating teacher and researcher. Data collection involved participant observation of the teaching methods used and a semi-structured interview with the Libras Interpreter Translator, aiming to understand her role in the teaching-learning process. We also sought to understand the actions of the institution, participating in this research, in the face of the aforementioned process. Regarding the development of the investigated student's mathematical skills and overcoming communication limitations with the mathematics teacher and colleagues, the results showed that the use of concrete materials (such as the golden material), games, adequacy of operations resolution strategies , visual resources and Instrumental Activities of Daily Living (IADL) were effective actions in this process. We also identified that the constant interruption of activities to teach Libras signs that were unknown was an obstacle, making the teaching-learning process slow and overloading the Libras Interpreter Translator. Furthermore, we observed a lack of incentive on the part of the institution for teacher training, highlighting the need for measures that encourage professional development in this inclusive context.