A alfabetização de jovens e adultos surdos no Assentamento Dona Helena em Cuz do Espírito Santo - Paraíba

Abstract

The present research had as main objective to elaborate and to apply a didactic proposal involving mathematics and the language, directed to alphabetization of adult students, deaf, of a center of specialized assistance of the Dona Helena Settlement, in the municipality of Cruz of the Holy Spirit, Paraíba. In this study, we have as main guiding theorists: Caldart (2004); Sacks (1990); Goldfeld (1997); Karnopp (1999); Morissawa (2001), among others. The research was developed with 3 deaf youths from November 2016 to April 2017. The methodology adopted in the study was the research action on the objectives, having as main instruments the observation, field diary and didactic sequence. For this, we adopted a diagnostic activity (pre-test) that was applied with the students on the first day of observation, in November 2016. This instrument was composed of two parts: in the visual modality, signaled in the Brazilian Language of Signals and In the written form of the Portuguese language. After the application and analysis of this instrument, we developed a sequence of activities with ten classes, aiming to facilitate the process of teaching mathematics learning that facilitates the literacy of deaf students. The interventions occurred during the months of March and April 2017. Finally, we performed an activity to verify the knowledge learned (post- test). As a result, it has been found that formal education for deaf youth and adults is more difficult and requires more time when compared to children who were stimulated early on. This is possible to achieve when we present the didactic contents in a significant way, starting from the context of the adult. The teacher, based on the reality of adult and deaf students, rescues the student's self- esteem by presenting it to the formal contents, as well as considering and using as a starting point the languages of each one in the teaching and in the school-based learning. The interaction of mathematics with language was extremely important for deaf students, as we verified at the end of the study that the use of social texts and manipulative materials indicated results favorable to the acquisition of formal knowledge of those investigated.