Práticas docentes desenvolvidas por uma surda professora sobre o processo de ensinar e aprender matemática para pessoas surdas

Abstract

This qualitative research (Flick, 2009) was carried out in a Specialized Educational Care Center (CAEE) in a city in the south of Minas Gerais, with the aim of answering the following research question: “What teaching practices emerge from the professional performance of a Deaf teacher in the process of teaching division to Deaf and hard-of-hearing students?”. Our aim was to “identify elements in the teaching and learning process of division for Deaf and hard-of-hearing students as evidenced by a Deaf teacher”. And as specific objectives we had: (1) to list teaching practices for the teaching of division based on the actions of the Deaf teacher and the literature review; (2) to organize a collaborative action involving a Deaf teacher and a non-Deaf teacher with a degree in Mathematics. To carry out the activities, we used teaching resources based on Visual Pedagogy (Campello, 2008), in order to observe and understand the process of teaching and learning mathematics mediated by Libras and Visuality. The data was produced in a shared way with the research by (Fernandes, 2024), using filming and the researcher's field diary. We then processed, transcribed and analyzed the data using an adaptation of Content Analysis (Mendes et al., 2023). After this process, we established three categories of analysis: 1) Deaf culture and the math teaching and learning process; 2) Bidocencia; 3) interventions in the teaching and learning process. Based on these categories, we found that the following teaching practices can contribute to the teaching and learning of mathematics for Deaf people: (1) 180-degree vision; (2) transition between mathematical language and Libras; (3) use of visual resources; (4) Bidocencia; (5) contextualization related to the Deaf person's life experiences. The Educational Product sought to guide teachers through the following situation: I have Deaf and/or Deaf students in my classroom, now what? To this end, a Didactic-Pedagogical guide was prepared in e-book format, containing suggestions and recommendations for teaching practices, as well as indications of readings, courses and materials that help the process of teaching and learning mathematics for deaf people.