Um estudo sobre o ensino de multiplicação em uma escola bilíngue de surdos

Abstract

Considering the difficulty that deaf students, within certain contexts, usually present as to the interpretation of statements of multiplication problems and their resolution, this research was guided by the following question: how do teachers of a bilingual school for the deaf teach them multiplication, considering that such students have Libras as L1 and Portuguese as L2, in its written modality? With this in mind, our general objective is to discover which social, cultural and professional factors permeate the practice of these teachers, in a bilingual school for the deaf, with regard to the teaching of multiplication. As specific objectives, we intend to identify: (a) the types of multiplication problem situations that they work in the classroom with students; (b) the didactic strategies of these teachers related to the reading of the statements of these situations, written in Portuguese Language; (c) the material, didactic, linguistic and corporal resources used by them regarding the construction of the concepts present in multiplication problem situations; (d) the paths of these professionals in the construction of their teaching training. To answer these questions, we conducted and recorded interviews, via the Google Meet platform, with six elementary school teachers from a bilingual school for the deaf. Of the six teachers, three teach Elementary School I and the others, Elementary School II. In addition, two are deaf teachers- both in the first segment and, therefore, the interview with them had the collaboration of a Libras interpreter/translator. The transcription of the interviewees' answers constituted the textual corpus for carrying out a content analysis, following the assumptions made by Bardin (2016) and Moraes (2003). As a result, our research pointed out that the teaching of multiplication for the deaf is crossed by social barriers strongly marked by linguistic prejudice and the lack of knowledge of deafness, but it is also permeated by specific knowledge of the deaf culture. Precisely for this reason, it is necessary for the bilingual school to also provide teachers with the opportunity to experience this culture, so that their practice acts towards the construction of citizenship of the deaf as deaf subjects. Deafness is understood as a difference, a way of being and being in the world, valuing the constitution of their countless identities.