O ensino e aprendizagem de matemática a estudantes surdos/as em nível superior na perspectiva da pedagogia histórico-crítica

Abstract

This research focuses on the teaching and learning of Mathematics for deaf students in higher education. It is grounded in the assumption that the educational inclusion of deaf students involves pedagogical, linguistic, and institutional challenges that directly impact the teaching and learning process, particularly in fields of knowledge characterized by high levels of conceptual abstraction, such as Mathematics. In this regard, the study aimed to discuss the pedagogical praxis of Mathematics teachers in higher education from the perspective of Historical-Critical Pedagogy. The research was conducted at a public higher education institution and involved two Mathematics professors and two deaf students. Methodologically, it is a field study of an interventional nature with a qualitative approach. Data were collected through questionnaires and formative dialogues with the participating teachers, organized as a short course, which functioned as an educational product aimed at fostering reflection on teacher education and pedagogical practices in the teaching of Mathematics to deaf students. The results revealed gaps in the initial teacher training of the participating professors, particularly regarding knowledge of Inclusive Education, educational public policies, and Brazilian Sign Language. These gaps directly affect the pedagogical practices carried out in the classroom, especially in terms of communication with deaf students and the use of didactic strategies that take into account their linguistic and cultural specificities. The accounts of the deaf students also revealed difficulties in understanding mathematical content, especially when classes are conducted predominantly through expository methodologies with limited use of visual resources. In contrast, this research found that the use of concrete materials, images, and educational technologies contributes significantly to facilitating the comprehension of mathematical concepts. The findings are consistent with the principles of Historical-Critical Pedagogy, developed by Saviani, which understands teaching as a process of intentional mediation of scientific knowledge. It is concluded that the implementation of inclusive pedagogical practices in higher education requires the strengthening of teacher training, as well as the adoption of educational policies that ensure adequate conditions for the development of the educational process.