O ensino de geometria para surdos: uma revisão sistemática

Abstract

This undergraduate thesis (TCC) in Mathematics Education from the Federal University of Technology – Paraná (UTFPR) was guided by the following research question: What are the potentialities and limitations off different theoretical and methodological approaches to the teaching and learning of geometry for deaf students? Faced with this issue, the objective emerged to analyze the theoretical and methodological approaches expressed in research involving the teaching and learning process of geometry for deaf students, through a systematic review. To achieve this goal, a survey of articles available on the CAPES platform related to the teaching of geometry to deaf students was conducted, with particular attention to the methodologies and theoretical frameworks adopted by the authors. This research also introduces Universal Design for Learning (UDL), its principles and guidelines, and explores connections between UDL and the pedagogical practices in the studies analyzed. The work is structured into the following sections: Introduction, Deaf Education, Teaching Geometry to Deaf Students, Universal Design for Learning, Methodology, Analysis (organized by guiding questions), and Conclusion. Finally, the study discusses key contributions, highlighted methodologies, and instructional resources employed to support the teaching of geometry to deaf students, as presented in the reviewed articles.