Percepções de inclusão de alunos surdos em sala de aula regular a partir do olhar de professores de matemática e do intérprete de libras

Abstract

This study aimed to analyze the perceptions of mathematics teachers and Libras (Brazilian Sign Language) interpreters regarding the teaching of mathematics to deaf students. The theoretical framework addresses educational issues for the inclusion of deaf people and is anchored in the considerations of authors such as Quadros (1997), Damázio (2007), Anjos (2019), among others. The methodology used in the work has a qualitative approach and is configured as a field research, developed in a public school, located in the city of Arapiraca-AL. Data collection took place through two questionnaires and a logbook, from which the perceptions of mathematics teachers and the Libras interpreter in regular teaching classes were recorded. The results show the influence of both professionals, teacher and interpreter of Libras, on the inclusion of deaf students in the school environment, where the perceptions that highlighted the practices of professionals for the teaching/learning process were highlighted.