Formação continuada de professores que ensinam matemática para o trabalho com alunos surdos

Abstract

Facing the inclusion policy, it is necessary the teacher education to learn about the particularities of deaf students, to break with the mathematics descontextualized teaching and to reflect on the aspects of their practice. Considering the challenges presented to teachers in the context of inclusive education, the following question emerges as the guiding principle of this study: What are the contributions of a teacher continuing education directed at the deaf education in the mathematics teaching and learning? To answer this question, we have as main objective to identify the contributions of a formation regarding deafness to the practices of mathematical education in inclusive and special classes. And as specific objectives: To identify the teachers’ conceptions about the mathematical education of the deaf; To analyze the formative needs of mathematics teachers who work with deaf students; Understand the difficulties, concerns and needs felt by mathematics teachers in the education of deaf students; Contribute to the discussion on teacher education and the deaf education. The research is qualitative and was developed in a teacher education for teachers who teach mathematics to deaf students in the municipal schools of Petrópolis, in the state of Rio de Janeiro. For that, the data were produced through the field diary, the audio recording of the face-to-face meetings, which were later transcribed, the narratives written by the own participating teachers and a questionnaire. Data analysis was performed from the content analysis theory and, in this process, two major axes of analysis composed by sub-axes emerged. The first one called “The deaf in the inclusive classroom and in the special school” was constituted by the sub-axes: Interaction between deaf and listeners; The question of time in the classroom; Difficulties of abstraction; Inclusion of deaf people; Language and communication; Relation between age and school year; The deaf and the family and; Mathematics in the daily life of the deaf. Already the second axis titled “The teacher in the Deaf Education” included Education and preparation to work with deaf students; Interpreter of sign language; Didactic strategies and curricular adaptations; Planning; Other times and; Evaluation. The data analysis showed the participants’ concern about the lack of interaction between the deaf students and the listeners, as well as with the time that is different for them. Also, it is fundamental that the deaf be placed in school at the right age, already in the early years of Elementary School, preferably like a sign language user, so that he will be literate, which will enable his communication. The discussions also made it clear that continuing education is fundamental and the schools management must allow teachers to participate in different educational spaces. It was also highlighted the role of the interpreter who can not assume the functions of the teacher and the challenges faced by this actor. In addition, the teacher needs to use different strategies and manipulative materials, games and technologies to reach the deaf studente as well as the listeners in the classroom.