Os paradigmas do ensino da matemática para surdos incluídos no ensino médio na Escola Estadual Dom Gino Malvestio na cidade de Parintins

Abstract

The special education has been gaining ground over the years, opening the bias for inclusive education in mainstream schools, as established by Law No. 13.146 of July 6, 2015. The presente work was carried out at Dom Gino Malvestio State School, in the city of Parintins ? Amazonas, turning our gaze to the paradigms of mathematics teaching for deaf students. The method used was dialectic, a method of dynamic and totalizing interpretation of reality, considering that the research is qualitative in nature. The concerns came from the curiosity of how the deaf student, inserted in a room with listening students, would learn the math contents and the difficulties that he would have to develop logical reasoning, understanding the signs and mathematical codes, since Sign Language still lacks signs for math content. Deaf culture is not yet understood by society, due to the little knowledge we have about it and, moreover, few seek this knowledge. The literature about the deaf is being gradually develop, so maybe there’s a lack of knowledge. The goal is to arouse in math teachers a sensitivity and willingness to improve their pedagogical practice with the deaf student, who in turn is endowed with a culture and language of his own. With this, from a knowledge of how to work with deaf students, the educator can provide means for deaf students to have their cognitive development in mathematics and autonomy in solving numerous problem situations. Especially in the creation and standardization of new signs that include the teaching of mathematics.