Bilingual glossary of spatial geometry: the construction of meanings in the encounter between Mathematics and Libras

This dissertation presents the development, description, and provision of a bilingual glossary (Portuguese ⇄ Libras) of spatial geometry terms, aiming to assist schools, mathematics teachers, and the deaf community in elementary and high school. The research was motivated by the gap in teacher training to address the demands of special education and the scarcity of appropriate teaching materials for teaching mathematics to deaf students. The methodology involved identifying the most commonly used spatial geometry terms, verifying established signs, and proposing new signs in collaboration with the deaf community. The work resulted in the creation of a material that expands inclusion and autonomy in mathematics learning for deaf students, reinforcing the idea that mathematics can and should be accessible to all. It is concluded that the glossary contributes significantly to overcoming communication and pedagogical barriers, offering a practical tool for teaching and learning spatial geometry in a bilingual context.