Laboratório de recursos didáticos como intervenções para o ensino de matemática para alunos surdos

Abstract

The present work consists of a bibliographical, field and intervention research that had as main objective, to help teachers of the IEA and teachers of the public network of Santana do Araguaia - PA, in the teaching and learning of the deaf students, to try to reduce the great index of repetition and evasion, initiating a laboratory of didactic resources as interventions for the teaching of mathematics for deaf students as a solution to this issue that has been causing concern in society in general. For this, we carried out a theoretical study on the mathematical education related to the inclusion and the use of didactic resources as one of the many solutions to avoid the school dropout of the deaf students of the municipality. Based on the results obtained, we conclude that children are easier to learn Pounds than adolescents. It is important that Libras and pedagogical practices are inserted from the initial series and are part of the daily life of the educator and students so that there is communication at all times with the basic contents. In this way, it was possible to broaden the views of teachers, future teachers and students, beyond knowledge, providing the human formation, so that they could think about issues that used Libras, and could exert inclusion in a creative way. As results, we detected that the use of didactic resources and the creation of the didactic resources laboratory tended to be favorable for the education of the deaf in the city of Santana do Araguaia.