Trilhas digitais de aprendizagem bilíngue para o ensino de matemática nos anos iniciais por alunos surdos

Abstract

The Brazilian education system faces the challenge of including the target audience of “special education”, as stipulated in the LDB (Law nº 9.394/96), in schools. There is a constant search for an educational model capable of providing access, permanence, participation, and learning for students, regardless of their specificities, in order to build a just and egalitarian society. According to the 2021 School Census, there are 21,841 deaf students and 38,990 students with hearing impairments, totaling 60,831 enrolled in Brazil, highlighting the need for adaptations in schools. Deaf students are primarily visual learners, as they mainly comprehend their surroundings through visual senses. However, due to the specificities inherent in the socio-anthropological perspective of being deaf, it is common for some educators to face difficulties when teaching this group, especially in mathematics. The predominant methods for teaching this subject in the classroom include oral presentations, memorization, and repetition of algorithms, which limits access to the presented content and does not meet the specific needs of deaf students. Additionally, there is a lack of teaching materials specific for this audience and also a lack of adaptation of existing materials. Therefore, the present research aims to develop accessible digital learning paths for mathematical appropriation of additive structures by deaf students in the early years of elementary school. The research, based on an interpretative paradigm and a qualitative approach, follows the intervention research model, embedded in a participatory research approach. The research locus is the State Center for Training Educators and Assistance to Deaf People (CAS), located in the city of Natal/RN, and the participants are deaf or hearing teachers proficient in Brazilian Sign Language (Libras) who teach mathematics and have deaf students. The technical product resulting from the research, the bilingual digital learning paths in mathematics, is a teaching material developed based on instructional design methodology. The investigation aims to contribute different strategies and/or resources for teaching mathematics, considering the educational needs of the deaf. Additionally, there is the challenge of redefining some teaching practices, assisting teachers who lack materials for teaching deaf students, so the research also intends to contribute to the scientific field by addressing an important theoretical gap and significantly impacting teaching practice.