A utilização de materiais concretos como procedimentos metodológicos utilizados no processo educativo do surdo no ensino da Álgebra na terceira série do ensino médio

Abstract

Inclusive education for the deaf in Brazil has been gaining prominence in recent decades after the approval of the Brazilian Sign Language (Libras) as the official language of the deaf. Faced with this achievement, the educational process of the deaf person should be improved, since teachers could communicate with the student using their mother tongue, however the reality in Brazilian public schools still presents problems such as the late entry of deaf students into school due to lack of access to inclusion, lack of materials that facilitate the teaching process, among other factors. Observing this reality, we highlight the teaching of Algebra for the deaf student, since in this thematic unit, in addition to numbers, letters are used, bringing a duplicity of meanings to them, which can confuse the deaf student when he does not understand what the teacher is explaining. In this sense, many authors such as Giménez (2004), Turrioni and Perez (2006) highlight the use of concrete material as a facilitating tool in the educational process for the deaf. In this sense, this research aims to verify how the use of concrete materials in the classroom helps the deaf student's learning in Algebra teaching, specifically in the study of elementary school functions. Data collection was carried out at the Escola Cidadã Integral e Técnica João da Mata Cavalcanti de Albuquerque, with the application of tasks for the deaf student, and questionnaires for the student, the teacher and the interpreter.