O contexto dos alunos surdos quanto aos conhecimentos matemáticos no munícipio de Uruguaiana/RS

Abstract

The conclusion work of the Mathematics graduation course of the Universidade Federal do Pampa (UNIPAMPA), campus Itaqui/RS, comes to show the importance of teaching mathematics to students with deafblindness in the context of the city of Uruguaiana, state of Rio Grande do Sul (RS). The reason that led me to choose this theme was the experience as a scholarship holder of the Inclusion and Accessibility Center (NInA) and also as a volunteer monitor of the teacher of the curricular component of Brazilian Sign Language (Libras) both at UNIPAMPA. The problematic situation of this work is how deaf students of Basic Education in the city of Uruguaiana/RS develop their mathematical knowledge. The general objective of the work is to investigate how students with deafblindness in Basic Education in the city of Uruguaiana/RS develop their mathematical knowledge. Specifically, it aims to identify the context of deaf students in the municipality of Uruguaiana/RS; identify the main resources adopted by teachers in the process of teaching and learning mathematical knowledge; study the national, state and municipal legislation in force for special education, specifically for deaf people; understand how is the continuing education of teachers regarding special education and; identify challenges and possible adjustments that teachers make when teaching mathematics to deaf students. One of the points for the success of school inclusion is access for all students, when it is offered to all challenging, attractive and flexible opportunities and when students are given the chance to experience educational proposals consistent with their abilities and needs. The documentary research was conducted from official documents such as LDBEN, CNE/CNB and National Policy for Special Education, in the second moment an interview was conducted with the technical staff of the Uruguaiana/RS Education Department, then a questionnaire was sent, via Google Forms to mathematics teachers of the municipality who attend or have attended deaf students. For a better understanding of the context, a questionnaire was also organized for teachers who serve deaf students in the AEE, and for the interpreters of Libras in the municipality. Only the insertion of deaf students in regular classes will not ensure that these students will develop learning, and that often there is no interaction and proper communication from the teacher with the students. Another recurring fact is the lack of methodological resources that can facilitate the teaching of mathematics, the school and the teacher need to understand that for the student to develop their potential and learn new concepts, it is necessary to use visual aids or other material that facilitates learning as pointed out in the research.