Educação de Surdos na Perspectiva Inclusiva: alfabetização matemática na proposta bilíngue

• Ano de defesa: 2024
• Autor(a) principal: Jesus, Solange Sodré de
• Orientador(a): Araújo, Jaqueline
• Banca de defesa: Araújo, Jaqueline, Moraes, Moema Gomes, Lopes, Janice Pereira, Kranz, Claudia Rosana
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
• Departamento: Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RMG)
• País: Brasil
• Palavras-chave em Português: Educação matemática; Educação de surdos; Inclusão.; Pedagogia bilíngue
• Palavras-chave em Inglês: Bilingual pedagogy; Education of the deaf; Inclusion; Mathematics education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/13961

This research addresses pedagogical practices for teaching Mathematics in bilingual pedagogy, with the educational product entitled Pedagogical Practices for Mathematical Literacy: bilingual proposal for the deaf and hearing in view of the continued training of teachers in the format of an e-book according to the criteria of the Graduate Program and the Institution (CEPAE/UFG). The research problem is: what content can be included in a continuing education course that serves as instruments for the inclusion and interaction of deaf and hearing people from a bilingual perspective? The general objective seeks to analyze the inclusive perspective on mathematical literacy in bilingual pedagogy. As for the specific objectives; we try to a) identify pedagogical practices with the teaching of mathematics for deaf and hearing people in bilingual pedagogy, b) analyze the limits and possibilities of applying mathematics activities for deaf and hearing people in elementary school resulting from a pedagogical proposal in bilingual modality and c) develop the educational product for teacher training. The methodology was of a qualitative, ethnographic nature, with fieldwork at a municipal public school, in the 5th year of elementary school, with a total of 28 students enrolled. Questionnaires and recordings of on-site experiences were administered. The main authors used as sources were Vigotski (2018; 2010) Fernandes (2010) Santana (2007), Luria (1986), Lampreia (1999) and others, dealing with the concepts of inclusion, pedagogical practice and bilingual pedagogy. The research highlights the importance of mediation in teaching, according to Vigotski (2018), and students' preference for collaborative tasks that stimulate the development of higher psychological functions. It highlights the importance of knowing the students' reality, carrying out diagnostic assessments and planning inclusive activities, especially in bilingual contexts. Interaction between deaf and hearing students, with the support of interpreting teachers, and the ongoing training of educators are essential to guarantee quality and inclusive education.