The present research has as its scope the teaching of mathematics, and also its inclusion
particularly for the deaf student in the public school at the headquarters of the municipality of
Arraias-To. It aims to identify what are the challenges and possibilities of the deaf student in
the educational field. Thus, at first, aspects related to the history of education for the deaf are
studied, emphasizing the characteristics and singularities of this audience and the way in which
the process of acquiring knowledge was developed. In the second moment, we carried out a
survey of the quantity of deaf students enrolled in the public school system at the school in the
city of the city, and we identified only one student enrolled in the state school system, where
the research was carried out. Brazilian Sign Language interpreter (Libras). The research was
carried out during regular classes in the room of this deaf student and in extra-class moments
when the activities were guided by the Libras interpreter, who suggested the objects of
knowledge to be taught. The research follows a qualitative approach, as it allows the author in
the search and exploration of the work to get closer to the reality to be researched. In view of
this, our instruments consisted of research scripts and also a sequence of activities and an
interview with the student and the interpreter. These activities were applied in 07 face-to-face
meetings and supervised by the interpreter support teacher. The research showed the relevance
of understanding the use of the deaf student's mother tongue, in this case Libras, for the
development of logical-mathematical reasoning, as well as to promote mathematical literacy.
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