O Intérprete de libras e o professor: processo de ensino aprendizagem de matemática para alunos surdos

• Ano de defesa: 2019
• Autor(a) principal: Pereira, Francisco Douglas Lira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Amazonas; Brasil; UEA; Mestrado Acadêmico em Educação em Ciências na Amazônia
• Palavras-chave em Português: Ensino Aprendizagem; Teaching Learning; Educação Matemática; Mathematical Education; Comunidade Surda; Deaf Community; Ensino - Aprendizagem; Educação Especial
• Link de acesso: https://ri.uea.edu.br/handle/riuea/5306

The main objective of the research was to verify, through studies and observations of the teaching-learning process of mathematics, the interpreter's ability to translate mathematical rigor and the learning of deaf students in high school in a public school in Manaus. It had the participation of high school students in a regular public school, located in the city of Manaus, whose students already make inferences in communicative relations, that is, they recognize Libras as a communication tool. For the understanding of these discursive formations were used, mainly, the studies of researchers such as D'Ambrósio (2012), Novaes (2014), Quadros (2006), Sacristan (2000) and Strobel (2008). For the methodological route, we used Bardin (2006), Creswell (2010), Gil (2002) and Lüdke (1986). Participated in the research 02 (two) teachers, 02 (two) interpreters of Libras and 06 (six) deaf students. From a qualitative perspective, this case study used participant observation and interview as data collection techniques. In short, the research analyzed the process of teaching mathematics learning for deaf students, so teaching depends on the way the interpreter translates the math contents, so it was possible to verify that the absence of mathematical rigor in translation causes a demotivation in Deaf students, the lack of step-by-step translation of math teacher calculations makes the deaf student feel unable to learn. It is noteworthy that the math teacher needs to know the deaf culture and understand that the absorption of content is in a visual gestural manner and the interpreter needs to know the elementary concepts of mathematics at the moment of translating.