Ensino da matemática para surdos: uma abordagem mediada

Abstract

Since the dawn of civilization, man has used Mathematics to understand and organize society, in order to improve the conditions of his existence. Among all this construction process, the educational system becomes essential for the contextualization of knowledge. Therefore, it is necessary to reflect on all the nuances that are presented in this system, from the contents worked, the teaching methodologies, as well as the clientele that is present in the school which is constituted by several subjects and among these there are the deaf student. This student finds it difficult to understand the entire procedure for building knowledge in view of his native language is sign language. In this sense, there is a need to analyze the relationship between the subject of Mathematics and the deaf student, who is the central subject of this study. Therefore, new methodologies that have been developed in the field of education are investigated, which can facilitate the teaching of this population. Among these, there is mediated learning, which is seen as one of the methodologies related to the teaching-learning process in the school environment, given the plurality of situations inherent to the educational process and especially to the deaf student. This proposal assumes that Mathematics brings, in its structural configuration, information that leads the deaf student to systematized knowledge. That said, the objective of this research was to analyze the didactic-methodological procedures that allow deaf students to appropriate mathematical knowledge, specifically, the mathematical knowledge associated with multiplication through the mediating action of the teacher. The methodological assumptions of the research bring the principles of a research with an applied characteristic, an inductive method, with a qualitative focus, based on multiple case studies. The research has the participation of four deaf students, two of which are enrolled in regular education, at Escola Estadual Padre Carlos Zelesny. The four students attend after-hours at the Geny de Jesus Souza Ribas Bilingual School, both schools are located in the city of Ponta Grossa - Paraná. Data collection focused on observations made in the classroom at schools and on a semi-structured interview divided into two blocks. Block I Profile of the respondents and Block II Investigation of learning with the four deaf students via meet, in a period of fifteen days. Data were analyzed using Bardin's (2016) content analysis. The analyzed data show that most of the interviewees go through obstacles in the learning process, specifically in mathematical content. The educational product focused on the development of a virtual game, which has a potential to stimulate learning, built from the difficulties of deaf students in relation to multiplication, which will serve as an aid for their cognitive development and logical reasoning. After applying the product to two deaf students surveyed, it was realized that it is possible to teach mathematics in different ways regardless of limitations, deaf students along with other students in the same class are able to develop necessary concepts that favor learning.