The Inclusive education for deaf : an analysis of the mathematical knowledge mediated by the Libras interpreter

Concerning the current discourse favorable to the Inclusive Education, ali the students have been invited to share the same space. In the political sphere, some measures have been taken, for instance, the approval of Sign Language Law (BRASIL, 2002), which officializes it as weIl as assures the presence of the Sign Language Interpreters (BRASIL, 2005) at the educational attendance, both for the deaf students. Among the existent barriers which are opposed to good quality teaching to the inclusive deaf students, we feature the speaking as the muin mean of communication and the one that permeates all the methodological strategies avaialable to the teacher into the classroom. Besides, some important aspects have not been considered in view of the real deaf inclusion, as the valorization of those students' visual experiences. In this sense, the current research aims to understand how the Mathematics tiaching and leaming process occurs regarding deaf students who rely on the support of a Sign Language Interpreter. In order to accomplish it, we carried out our research in two groups of students from the 9th (ninth) grade Elernentary Education from different schools, which we name here as Case 1 and Case 2. Taking into account Case 1, we observed 30 (thirty) Mathematics classes in a public school in the north of Paraná. To organize the data, we used field notes to identify the main characteristics that are part of the Mathematics teaching and learning process to inclusive deaf students. Besides the field notes, we applied 12 (tweive) Mathematics activities to the deaf and hearer students from the sarne school, but (he deaf ones were video recorded whiie doing the activities. Considering Case 2, we also observed three Mathematics classes in a public school in the north of Paraná. Ail the classes were audio and video recorded and transcribed, with special attention to the teacher's speech und the Sign Language interpreter's irnages. After that, we compared both the transcri...