A mediação no ensino de matemática na educação de surdos: um estudo na abordagem histórico-cultural

Abstract

The study aimed to investigate the characteristics of the mediation carried out by signs and instruments in the appropriation of algebraic knowledge by deaf students inserted into regular school. The Cultural-Historical theory and its contributions to deaf education provided the basis for the research, which contribute to deaf education in its context and in the production of a learning environment that allows reflections for the community. This is an applied research, whose methodological approach is Educational Design Research, and the data was collected through surveys, interviews, and teaching episodes. Mathematics teachers, deaf students, Brazilian sign language (Libras) translators and interpreters and parents and/or those responsible for the students enrolled in the state public school in a municipality in the state of Paraná took part in the survey. Data collected were analyzed through Content Analysis. It was found that inclusion in schools still lacks several factors to consolidate the purposes of education for all. The results showed that the mediation carried out by signs and instruments fosters quality teaching, in such a way that connections are established between the students' experiences and the Mathematical concepts that are maturing, in this way, it was possible to act in the students’ Zone of Proximal Development and to develop strategies that would lead them to knowledge appropriation and consolidation. As the product of this research, Mathelp was developed, an environment to support the teaching and learning process of visual mathematics in the education of the deaf. Visuality was concluded as a fundamental element in mathematics knowledge mediation, in particular in the development of algebraic concepts in deaf people education.