Formação de professores de matemática e o ensino de matemática para estudantes surdos : reflexões acerca da educação inclusiva

This research is inserted in the scope of teacher’s formation in Mathematics Degree, from the perspective of inclusive education. Like this, proposes to understand how the math teacher’s formation enable the teacher for the inclusive education in the context of math teaching for deaf. Presents as specific objectives: identify the conception that the math teacher, in formation, have about the inclusive education for deaf; analyze how the math teacher’s formation contributes for the math teaching for deaf; identify how the math teacher’s formation has awakened the need for a differentiated look to the deaf’ inclusion in regular schools. Having a qualitative approach, the research field was the UFPE/CAA Mathematics Degree. For the data collection, questionnaires were used, structured interview and the Pedagogical Project of the mathematics degree of this institution. After the data collection, content analysis was performed by categorization, signaling that the teacher in formation does not feel safe to teach math to deaf people, although the knowledge acquired in the course and have taken the discipline of Libras with teachers fluent in Libras. In this sense, was verified that only a few graduates had access to the elective courses directed, exclusively, to teaching people with disabilities. Highlighting, therefore, the need for a relationship between mathematical content and Libras, and the other disciplines must maintain a dialogue with inclusive education.