O ensino de função polinomial de primeiro grau para alunos surdos: um olhar sobre o ensino médio integrado

Abstract

Brazilian legislation ensures that the rights of deaf people are guaranteed. However, providing the right to quality education to any person represents something much more complex, compared, in reality, to what the law advocates. Including means living together, learning, and providing access with respect and autonomy. We built an inclusive didactic sequence for deaf students attending Integrated High School, focusing on the mathematical concept of first degree polynomial function. The present research reflects on the figure of the teacher as a fundamental element for this school inclusion, in fact, to be a reality, especially with regard to the interaction with the professional translator and interpreter of Libras. We ask: how can guidance on visual resources increase the quality of teaching and learning of first degree polynomial function to deaf high school students? To this end, our general objective is to contribute to the accessibility of teaching first-degree polynomial function to deaf students in Integrated High School through a Guide of guidelines for Mathematics teachers, supported by inclusive practices. The research is operationalized from a qualitative investigation, with bibliographic review, semi-structured interviews, filling out a form on Google Forms and construction of an auxiliary material. We investigated seven teachers from Brazilian Federal Institutes who work with deaf students. As an educational product, we developed a Support Guide for Mathematics teachers, with guidelines to assist them in the creation and adaptation of activities, considering the specificities of deaf people, regarding the exploration of the visuospatial channel in classes. This material was validated by deaf teachers who contributed, including addressing their difficulties in teaching deaf students. We believe that the work favors the inclusion of deaf students and especially the training of teachers who work with these students, who do not always find sources in the literature to guide them on how to teach these students in the regular classroom. This dissertation contributes to ensuring access and, especially, the adoption of this bilingual perspective in education, based on the teaching of the Brazilian Sign Language (Libras) as the first language and the Portuguese language as the second language of deaf people, fostering the creation of new materials aimed at the deaf community, as well as the recognition of their language, identity and culture.