Ensino de horas com surdas e surdos estudantes: aprendizagens e reflexões de uma professora ouvinte

Abstract

This qualitative study, developed within the Graduate Program in Science Education and Mathematics Education (PPGECEM), sought to answer the following research question: “What learning emerges from the practice of a hearing teacher when designing and implementing a didactic sequence inspired by materials produced by a Deaf teacher?” The aim of the study was to analyze the professional development of a hearing teacher during the planning, design, and implementation of a didactic sequence on time measurement, grounded in materials produced by a Deaf teacher, identifying the learning and reflections that emerged from this experience.The study was theoretically grounded in discussions on Visual Experience, Sign Language, Deaf Culture, and Deafhood to understand the teaching of Mathematics to Deaf students, as well as in discussions on Teacher Professional Development to analyze the reflections of the hearing teacher. The teaching materials produced by a Deaf teacher were examined to identify characteristics related to Deaf Culture, and based on this analysis, a didactic sequence on time measurement—reading and recording time—was developed.The lessons were conducted by the hearing teacher in a Specialized Educational Support Center (CAEE), involving four students, a sign language interpreter, and the support of a Deaf teacher. Data were generated through video recordings and the hearing teacher’s reflective teaching journal. The data were organized and analyzed using Content Analysis, and the results were discussed based on two analytical categories: (1) pedagogical strategies for teaching Mathematics to Deaf students and (2) teacher learning mediated by collaboration and reflective practice.Based on these categories, the study concluded that the following pedagogical practices may contribute to the teaching of Mathematics to Deaf students by hearing teachers: (1) strategic use of color; (2) the use of pointing; (3) the use of visual and concrete resources; (4) the presence of a sign language interpreter; (5) reflection on one’s own teaching practice; and (6) collaborative work. The study resulted in an Educational Product developed in the form of a didactic sequence on reading and recording time, including guidelines for teachers who teach Mathematics to Deaf students.