O ensino da matemática e a língua brasileira de sinais: Detalhes e nuances do processo criativo!

Teaching mathematics to deaf students presents specific challenges, especially regarding the adaptation of abstract content to a visual-spatial perspective compatible with Brazilian Sign Language (LIBRAS). In this scenario, the creative process assumes a central role as a pedagogical mediator, enabling the construction of didactic strategies that favor meaningful learning. This article aims to analyze the nuances of the creative process in mathematics teaching mediated by LIBRAS, based on an experience report developed within the Institutional Scholarship Program for Teaching Initiation (PIBID). Conclude, therefore, that learning matemática for students overdos requires but that domínio de conteúdo: require cultural sensitivity, competitive competence in Libras, understanding of the particularities of visual learning, pedagogical creativity and, sobretudo, ethical compromise with an educational equidade. Hope this study contributes to amplify reflexes and inspire new ideas, practices and training that strengthens or understands mathematics in bilingual and inclusive contexts