Educação de Surdos na Perspectiva Inclusiva: alfabetização matemática na proposta bilíngue

Resumo

This research addresses pedagogical practices for teaching Mathematics in bilingual pedagogy, with the educational product entitled Pedagogical Practices for Mathematical Literacy: bilingual proposal for the deaf and hearing in view of the continued training of teachers in the format of an e-book according to the criteria of the Graduate Program and the Institution (CEPAE/UFG). The research problem is: what content can be included in a continuing education course that serves as instruments for the inclusion and interaction of deaf and hearing people from a bilingual perspective? The general objective seeks to analyze the inclusive perspective on mathematical literacy in bilingual pedagogy. As for the specific objectives; we try to a) identify pedagogical practices with the teaching of mathematics for deaf and hearing people in bilingual pedagogy, b) analyze the limits and possibilities of applying mathematics activities for deaf and hearing people in elementary school resulting from a pedagogical proposal in bilingual modality and c) develop the educational product for teacher training. The methodology was of a qualitative, ethnographic nature, with fieldwork at a municipal public school, in the 5th year of elementary school, with a total of 28 students enrolled. Questionnaires and recordings of on-site experiences were administered. The main authors used as sources were Vigotski (2018; 2010) Fernandes (2010) Santana (2007), Luria (1986), Lampreia (1999) and others, dealing with the concepts of inclusion, pedagogical practice and bilingual pedagogy. The research highlights the importance of mediation in teaching, according to Vigotski (2018), and students' preference for collaborative tasks that stimulate the development of higher psychological functions. It highlights the importance of knowing the students' reality, carrying out diagnostic assessments and planning inclusive activities, especially in bilingual contexts. Interaction between deaf and hearing students, with the support of interpreting teachers, and the ongoing training of educators are essential to guarantee quality and inclusive education.

Dados da obra

Tipo

Dissertação (mestrado)

Instituição

UFG

Programa

Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)

Ano

2024

Defesa

19/11/2024

Idioma

pt

Palavras-chave

CIENCIAS HUMANAS::EDUCACAO; Bilingual pedagogy; Education of the deaf; Inclusion; Mathematics education; Educação matemática; Educação de surdos; Inclusão.; Pedagogia bilíngue

Temas

Avaliação, Formação de Professores de Matemática, Inclusão

Handle

http://repositorio.bc.ufg.br/tede/handle/tede/13961

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026