Percepção de surdos docentes sobre sua formação e práticas pedagógicas no processo de ensino e aprendizagem de Matemática

Abstract

This paper seeks to answer the research question: “What perception do deaf math teachers have of their training and the knowledge they need to practice teaching with deaf and hard-of-hearing students? “. The objectives of the research are: “a) to learn about the trajectory of the teacher training of deaf math teachers and b) to look for indications of experiences that may have contributed to the practices for teaching math to deaf and hard-of-hearing students”. The data was collected through signaled interviews with two deaf math teachers who teach math to deaf and hard-of-hearing students. The interviews were conducted using video communication services (Google Meet) and were recorded using screen recording software. The theoretical basis for the data analysis was Deaf Studies: history, culture, identity, cultural artifacts, Deaf didactics. In this sense, the strategies pointed out during the interviews were Deaf identity, Deaf culture, visual strategy and experience, the importance of Portuguese, bidocency, bilingual education, planning, family members' preference for oralization, inclusion and interpreters in the classroom, visual resources, resistance to the use of Libras, mathematics in society, in life and critical mathematics. The Educational Product is configured as a guide with indications of activities for the teaching and learning process of Mathematics with Deaf people.