The research aims to understand how teachers of mathematics are moving within the classroom,
while receiving deaf students, and in what way the initial training they received in graduate,
with emphasis on the discipline of LIBRAS, contributes to the mathematical communication in
the sign language of the teacher with the deaf student. The locus of the research was given
through the application of a questionnaire with 6 questions open to three teachers who graduated
from the Mathematics course at UFT, Araguaína Campus. The method of analysis employed
was Ideographic and Nomothetic, supported by phenomenology. For the first analysis are
constituted the units of meaning. For the second analysis, we constitute the convergences,
coming from the units of meaning. In this direction, we constitute nuclei of ideas that bring
more general interpretations of the investigated phenomenon. The results show that the training
in the discipline of Libras gives the teacher a basic learning in terms of personal pressentation,
alphabet in sign language, facil expression and words of certain objects. However, the discipline
does not address the teaching of mathematics in sign language so that the mathematics teacher
can teach classes using sing language for deaf students.
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