Reflexões sobre o ensino de matemática para surdos: uma revisão sistemática de 2015-2020

• Ano de defesa: 2021
• Autor(a) principal: Muniz, Querem Hapuque Monteiro Alves Muniz
• Orientador(a): Brandão, Jorge Carvalho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Matemática; Inclusão; Surdez; Estratégias; Aprendizagem
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/61653

The National Policy on Special Education in the Inclusive Perspective, presented by the Ministry of Education in 2008, defines persons with disabilities as its target audience, as well as those with pervasive developmental disorders (PDD) and high abilities/giftedness (AH/G). Deaf students are thus included in the population served by this transversal modality of education, but their participation in school faces many obstacles. The present research has the following question: What scientific knowledge related to the teaching of Mathematics to deaf students is available in theses and dissertations defended between 2015 to 2020? The objective was to analyze the contributions of these works, verifying, in their scope, the levels of education targeted and actions proposed for teaching deaf students, assessing whether there is a pattern in the pedagogical strategies targeting this audience that would enable their learning. The theoretical framework comprises works by theorists who approach the subject such as Quadros (1997), Strobel (2009), Skliar (2013), Ubiratan D’Ambrósio (2005, 2016), Skovsmose (2001) and Mazotta (1990). As we the qualitative research method with content analysis, we draw upon Bardin (2011), who sets the stages of the work as follows: organization of an analysis, pre-analysis, material exploration and treatment of results. Initially, a bibliographic survey of theses and dissertations was conducted using pre-defined criteria; the analysis of the texts yielded the following conclusions: research presented a diversity of objectives; some themes could be used as parameters to assess the growth in this field of knowledge, such as: teacher education for the teaching of Mathematics to deaf students; the use of new technologies for teaching Mathematics to deaf students; the use of differentiated mathematical literacy practices with deaf students; learning assessment of deaf students; the urgent need to create a mathematical glossary for deaf students, which is ratified by the bodies responsible for this task.