Práticas de Ensino de Matemática: Análise praxeológica de materiais de apoio para surdos

Resumo

The present work proposed to investigate the teaching practices for the deaf, with the use of manipulative materials, and what their potential for the school institutional scenario. For this, an approach was made to the phenomenon of Didactic Transposition, proposed by Yves Chevallard (1991), which describes the path that scientific knowledge travels until it becomes an object of teaching in classrooms. The discussions were centered on the Internal Didactic Transposition, which takes place inside the classroom, and on Inclusive Mathematics Education, which expresses the studies of teaching mathematical concepts in an accessible way for students exposed with equity, for these themes the theoretical directions of the researchers were highlighted. : Chevallard (1991, 1999 and 2006), Bessa de Menezes (2004, 2010), Brito Menezes (2006), Skovsmose (2019), Santos (2018) and Nogueira (2016). The qualitative research resorted to a study carried out with the manipulable materials of a 6th grade class of a Special Integrated School, which welcomes deaf and hearing students. The methodological development was divided into three stages: i) Material Collection; ii) Description and elaboration process and iii) analysis of the data collected using the framework proposed by Varella (2010). The selected materials were the abacus, the golden material, the dominoes, the hopscotch and the bowling alley, which were adapted aiming at accessibility and following the proposal of the following categories: accessible, inclusive, didactic and practical. From this study, evidence of possible praxeologies related to techniques and tasks applicable in the regular classroom were identified. Despite the verification, even with incipient data, at the end of these stages, there was a gap between the knowledge effectively taught to the two audiences (deaf/hearing). The praxeological analysis revealed a common core to the materials. Thus, with some adjustments to the analyzed materials, they can provide guiding elements for teaching practice, helping Mathematics teachers to minimize content fragmentation, reduce the gap between knowledge and enable the improvement of Mathematics teaching for the deaf.

Dados da obra

Tipo

Dissertação (mestrado)

Instituição

UEPB

Programa

Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM

Ano

2022

Defesa

23/02/2022

Idioma

pt

Palavras-chave

EDUCACAO; Anthropological Theory of Didactics; Mathematics for the Deaf; Inclusive Mathematics Education; Educação Matemática inclusiva; Teoria Antropológica do Didático; Matemática para surdos; Ensino da matemática

Temas

Acessibilidade, Inclusão, Práticas Pedagógicas

Handle

https://repositorio.uepb.edu.br/handle/123456789/74061

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026