O ensino de álgebra para o estudante surdo associando libras e material manipulável

Abstract

This dissertation aimed to investigate didactic strategies for teaching Algebra to deaf students, through the integration of Brazilian Sign Language and the use of manipulatives. The proposal is grounded in the perspective of Inclusive Education and in the need to ensure equity in access to mathematical knowledge, considering the linguistic and communicational specificities of deaf students. In this regard, the research was guided by the following question: how can the use of Libras, combined with manipulable teaching materials, enhance the teaching of Algebra for deaf students? The investigation followed a qualitative approach, structured in three stages. The first stage consisted of semi-structured interviews with educational interpreters of Brazilian Sign Language working in basic education, in order to identify challenges and strategies in the mediation of mathematical content. In the second stage, manipulable teaching materials were developed, designed to favor the understanding of algebraic concepts through visual and tactile resources. The third stage involved the implementation of a didactic sequence composed of four lessons, addressing introductory Algebra topics — unknowns, algebraic expressions, first-degree equations, and binomial products. The results indicate advances in the conceptual understanding of students, reinforce the role of interpreter mediation, and suggest more accessible pedagogical practices. Thus, this study contributes to the reflection on inclusive teaching methodologies, highlighting the role of the teacher in bilingual education and the relevance of visual communication and tactile support in the learning process of abstract content by deaf students.