Driven by Inquiry: What are the perceptions of deaf students about the teaching-learning
process in the face of the challenges of classroom communication? I treat in this study of my
"experiences and learnings" during two decades, in basic education, in the perspective of
Inclusive Education. The relevance in reflecting my own practice is due to the need to star my
teaching in inclusive education, because unknowing the subject sometimes made me absent,
and until conniving in the face of my limitations with deafness, segregating and excluding
without realizing it. Under one light of curiosity, the teaching plot aims to analyze the
contributions of deaf students' perceptions about mathematics teaching-learning, considering
the complexity of communication in the classroom, to which I turn to Teaching and Learning
Mathematics for Citizen Education, from a scientific school research, in the perspective of
scientific literacy on mathematical education and education of the deaf, aiming theoreticalmethodological
reflections that contribute to inclusive pedagogical practices and future
studies in this area. I theorize my teaching history, based on the qualitative research in the
narrative (auto) biographical modality, in which I narrate situations lived in different
contexts of basic education, considering the nuances of the reality of regular education and
the complexity of inclusive education, having as an illustration five participants from the
relevance of his memories filled with subjectivities. To interpret them, I sought support in the
parameters of hermeneutics; of Vygotsky socio-historical theory, which deals with thought
and language in an intrinsic relation between man and society; of Radford’ cultural
objectification, which presents the formation of man in a cyclical process from the cultural
aspects, and Peirces’ Semiotic, which presents the process of semiosis for the construction of
ideas; and also of the theories that discuss mathematical education and the education of the
deaf. For the record of the information about the object under study, In order to record the
information about the object under study, I used as an investigative instrument the semistructured
video interview and observations in locus, and for the analysis of the empirical
material I used the Discursive Textual Analysis, considering the axes: 1- The social context in
the communicative process of mathematical education; 2 - The interfaces of communication in
mathematics education; 3 - Elements that limit mathematical learning; 4 - Potential aspects of
mathematical learning. The plot analyzed revealed to me that, although legislation exists that
supports education for the inclusion of the deaf student, educational practices (family and
school) distanced themselves from this ideal, since deaf people are still victims of social
invisibility. The perceptions of the protagonists denounce the lack of sensitivity of both
parents and educators on the respect to the deaf culture, whose results channel to the need of
formation not only in the academic sense, but in practice, that crosses the cultural aspect and
why not Ideological, this is the need for a curricular reformulation. As a contribution of this
study to society, a digital guidance material will be made available, in which the deaf students
themselves participating in the research suggest to mathematics teachers to improve their
practices.
|
