Entre mãos e olhares: as vivências e o processo de ensino e de aprendizagem de matemática no atendimento educacional especializado com estudantes surdos

Abstract

In this research, we aim to investigate pedagogical practices that can contribute to the education of Deaf students in a process of building/mobilizing the concept of "Location of objects and people in space, using various reference points and appropriate vocabulary," mediated by the Brazilian Sign Language and visuality. These students were assisted by both a hearing researcher teacher and a Deaf co-participating teacher in a collaborative teaching proposal, in co-teaching, in a Specialized Educational Assistance Center (CAEE), following an inclusive approach. As theoretical contributions, we used the field of Deaf Studies, seeking an approach with Ethnomathematics, bringing culture and Bilingual Education as a condition of respect for this linguistically minority group of Deaf people. We opted to develop a qualitative methodological approach through a case study. The data was obtained from field diary notes and video recordings of the classes during the development of a didactic sequence in the Geometry axis, and we adopted "Content Analysis" for data preparation and analysis. The collaborative/participatory methodological proposal used in this work, from the perspective of Ethnomathematics, showed an important approach to valuing Deaf culture in the education of Deaf students. From the analyses, we concluded that the development of the Didactic Sequence elaborated in a bilingual perspective for mathematics teaching proved to be a methodology with potential for the development of geometry concepts. We discussed within the categories of Deaf Culture and Mathematics Teaching, pedagogical practices that collaborate in teaching and learning in a Specialized Educational Assistance Center (CAEE). As a result of the research, it was possible to observe the contributions of a CAEE in the teaching and learning of mathematics, where the presence of a Deaf co-participating teacher and the pedagogical strategies used reinforce the importance of bilingual education and bring an approach to Visual Pedagogy and Ethnomathematics, such as arranging desks in a U shape and using video recordings as a form of documentation, in addition to writing. Based on the data collected, our Educational Product is a Didactic Sequence with guidelines and suggestions that can be developed in a CAEE or other space, demonstrating the possibility of moments of interaction in the process of teaching and learning mathematics with deaf students.