O ensino da língua portuguesa e da matemática para aluno surdo entrelaçado com o atendimento educacional especializado

Abstract

This dissertation aims to investigate the teaching practices developed by teachers of Specialized Educational Services (SES) for deaf students related to reading, translation and interpretation of mathematical texts in the final years of elementary school, 8th and 9th grade, of the state network of the municipality of Rio Verde/Goiás. After knowing these practices, analyze how was the continuation training course applied to teachers who work in this service. The methodology was the qualitative research, case study type. The data collection instruments based on 3 procedures: a) questionnaire; b) semi-structured interview and c) participant observation. These steps occurred after identifying the schools that have the Multifunctional Resource Room (MRR), respectively the SES for the Deaf student. As a technique of content analysis, Bardin (2016) was used. The results obtained were decisive for the elaboration of the Educational Product, which was a training course entitled: A pedagogical proposal for the teaching of deaf students: intertwining LP2 and Mathematics, which had a total of 45h and aimed, in addition to teaching Brazilian Sign Language (Libras), signs related to Mathematics, also provoked teachers to rethink their pedagogical practices with Deaf students. It is understood that knowledge does not occur in isolation, so in the construction of the teaching plan interacted visual resources, Libras, Portuguese Language and Mathematics. It is expected to support the needs of professionals working in the SES for Deaf students, as well as lead them to the elaboration of other suitable teaching materials. Given this research, it is concluded that the space of the SES requires attention, because little has been contributing to the school performance of the deaf student. Another noteworthy factor is that, in addition to the need for proficient professionals at Libras, pedagogical practices need to be appropriate to the educational process of the Deaf student.