O planejamento como dispositivo de tecnologia assistiva no ensino médio: agenciamentos possíveis entre professor e intérprete educacional de Libras na prática pedagógica com alunos surdos

Abstract

Thinking of school as a plural environment is nothing new, especially in today's moments when much has been said about inclusion. This directs the dialogue to the problem of ensuring a truly inclusive proposal. Therefore, having as methodology the deleuzo-guattariana cartography of the French philosophers Gilles Deleuze and Felix Guattari that presents another way of researching with emphasis on the process and not on a priori objectives, this consists of shifting the concepts of this philosophy without taking them as absolute truths, but as intercessors that incite us to powerful questions beyond the crystallized truths of representations, calling on us to create our own singular device of research. It is from this methodological provocation that we ask "How do high school mathematics teachers of a Manaus state school plan to serve deaf students from inclusive classes so that they can ensure equity in learning between deaf and hearing people? Our objective, therefore, was to problematize the modus operandi with which teachers execute the curricular components of Science and Mathematics Teaching for the inclusive class of deaf high school students as an assistive technology device, which, through field diaries, online questionnaires, feedback from workshops and mini-courses at school, we were able to draw an overview of how inclusive planning took place at the research character school and what clues to think about a device that would better meet the demands of teachers and interpreters and, consequently, would help in the educational process of deaf students.