A inclusão matemática de um aluno surdo na rede municipal de Juiz de Fora mediada por um professor colaborativo surdo de libras atuando em bidocência

Abstract

This study is part of a field research conducted in a regular public school, which proposes an inclusive education for deaf students, mediated by a collaborative teacher, operating under a collaborative approach. Concerning the inclusive context, not only is the LIBRAS (ASL) a language, but primarily an enabling communication tool in the teaching and learning process among deaf and hearing. Our main aim in carrying out this research was seeking the answer to our initial question of how the inclusion of deaf students may be achieved in math classes at school, a place that has a great deal of diversity. Due to our anxiety in seeking information on the possibilities of inclusion of deaf students in math classes, we are willing to observe in a school, which already develops this method, which the real prospects of the inclusion are, especially among deaf students. Based on this initial idea, we investigated if the inclusion actually works and how it works. Our job is to collect data on regular visits to that school, where we joined a classroom which became the focus of our observations. We made use of both resource field notes and videos made by the collaborative teacher, who is also a subject of our research by being an instrument of information regarding our analysis. After collecting the information needed, we conducted a case study based on Vygotsky’s theory. It was intended to describe the observations and analyse the data collected in the field, contributing to the understanding of the inclusive educational perspective as a possible and viable reality in the city of Juiz de Fora – MG.