O encontro entre surdos e ouvintes em cenários para investigação: das incertezas às possibilidades nas aulas de Matemática
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Data
2020-02-17
Autores
Moura, Amanda Queiroz
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este estudo discute possibilidades que potencialize a inclusão e a participação de todos os estudantes em aulas de matemática com surdos e ouvintes. Seu propósito foi compreender sobre como acontecem as interações em aulas de matemática em que estudam surdos e ouvintes, em uma proposta de Cenários para Investigação, a qual traz como característica principal a abertura para diferentes formas de aprendizagem por meio do diálogo. A pesquisa foi orientada pela seguinte pergunta: O que se identifica como relevante nas interações entre estudantes surdos e ouvintes, professores e intérpretes em uma proposta de Cenários para Investigação em aulas de matemática? O referencial teórico se pautou principalmente em concepções de Cenários para Investigação e em sintonia com a perspectiva da Educação Matemática Crítica. Utilizando-se uma abordagem de cunho qualitativa e a metodologia de observação participante, a pesquisa teve como contexto de produção dos dados uma sala de aula do quinto ano do Ensino Fundamental de uma escola pública de ensino regular. Os participantes da pesquisa foram três professores, três intérpretes e os estudantes da turma formada por 17 alunos de nove a doze anos, dos quais 12 eram ouvintes e cinco eram surdos. A produção dos dados envolveu grupo de estudos com professores e intérpretes; o planejamento e o desenvolvimento de tarefas segundo a proposta de Cenários para Investigação que foi registrada por meio de notas de campo; materiais escritos produzidos pelos participantes; vídeo e áudio gravações. A análise dos dados deu-se por meio de duas etapas: uma, referente à apresentação dos dados, que incluiu a análise de vídeos e consulta às notas de campo para a construção de episódios que descrevem as interações entre os participantes em situações de sala de aula; outra, referente à análise dos episódios construídos, que foi orientada pela pergunta diretriz e permitiu contemplar o objetivo proposto. Dentre os aspectos relevantes, destaca-se: a organização da escola; mediação compartilhada e a colaboração entre professores e intérpretes; formação do intérprete que atua no contexto educacional; possibilidade de interação dialógica entre estudantes surdos e ouvintes; abertura de interações que usualmente não acontecem, por exemplo, entre intérpretes e estudantes ouvintes. A partir dos resultados, foi possível caracterizar Cenários para Investigação Inclusivos em aulas de matemática com estudantes surdos e ouvintes, destacando oito aspectos essenciais concernentes a esta proposta, os quais favorecem o encontro entre surdos e ouvintes nessas aulas, em um movimento de enxergar, de querer estar junto com e de aprender com o outro, favorecendo a cooperação e a construção da equidade. Assim, a adoção desta proposta em aulas de matemática com estudantes surdos e ouvintes se mostrou como uma possibilidade de inclusão dos surdos perante realidades educacionais em que a exclusão e o isolamento se fazem presentes.
This study discusses possibilities that strengthen the inclusion and participation of all students in math classes with deaf and hearing students. Its purpose was to develop an understanding of how interactions occur in mathematics classes in which deaf students and hearing students are together, in a proposal of Landscapes of Investigation which has as its main characteristic the openness to different forms of learning through dialogue. The research was guided by the following question: What is identified as relevant in the interactions between deaf students and hearing, teachers and interpreters in a proposal of Landscapes of Investigation in mathematics classes? The theoretical framework was based mainly on conceptions of Landscapes of Investigation and Dialogue in accord with the perspective of Critical Mathematics Education. Using a qualitative inquiry approach and the participant observation methodology, the research had as a context of data collection a fifth-grade classroom of Elementary School of a regular school. The participants in the research were the teachers, interpreters, and students of the class of 17 students from nine to twelve years old, of which twelve could hear and five were deaf. Data collection involved a professional development activity with teachers and interpreters, where mathematical tasks were planned and developed according to the proposal of Landscapes of Investigation and were recorded through field notes, written material produced by participants, video and audio recordings. Data analysis was performed through two stages: one regarding data presentation, which included video analysis and consultation in the field notes for the construction of episodes which describes interactions between participants in classroom; another, referring to the analysis of the constructed episodes, which was oriented by the guiding question and allowed to contemplate the proposed aims. Among the relevant aspects, stands the organization of the school; shared mediation and collaboration between teachers and interpreters; formation of the interpreter who does work in the educational context; the possibility of dialogical interaction between deaf students and listeners and the opening to interactions that normally do not happen, for example, between interpreters and hearing students. From the results, Inclusive Landscapes of Investigation in mathematics classes with deaf and hearing students is defined, highlighting eight essential aspects concerning this proposal, which favor the meeting between deaf and hearing in these classes, in a movement to see the other, to wanting to be together with each other and to learn from each other, promoting the cooperation and the building equity. Thus, the inclusion of this proposal in mathematics classes with deaf and hearing students is shown as a possibility of deaf inclusion in the face of educational realities in which exclusion and isolation are present.
This study discusses possibilities that strengthen the inclusion and participation of all students in math classes with deaf and hearing students. Its purpose was to develop an understanding of how interactions occur in mathematics classes in which deaf students and hearing students are together, in a proposal of Landscapes of Investigation which has as its main characteristic the openness to different forms of learning through dialogue. The research was guided by the following question: What is identified as relevant in the interactions between deaf students and hearing, teachers and interpreters in a proposal of Landscapes of Investigation in mathematics classes? The theoretical framework was based mainly on conceptions of Landscapes of Investigation and Dialogue in accord with the perspective of Critical Mathematics Education. Using a qualitative inquiry approach and the participant observation methodology, the research had as a context of data collection a fifth-grade classroom of Elementary School of a regular school. The participants in the research were the teachers, interpreters, and students of the class of 17 students from nine to twelve years old, of which twelve could hear and five were deaf. Data collection involved a professional development activity with teachers and interpreters, where mathematical tasks were planned and developed according to the proposal of Landscapes of Investigation and were recorded through field notes, written material produced by participants, video and audio recordings. Data analysis was performed through two stages: one regarding data presentation, which included video analysis and consultation in the field notes for the construction of episodes which describes interactions between participants in classroom; another, referring to the analysis of the constructed episodes, which was oriented by the guiding question and allowed to contemplate the proposed aims. Among the relevant aspects, stands the organization of the school; shared mediation and collaboration between teachers and interpreters; formation of the interpreter who does work in the educational context; the possibility of dialogical interaction between deaf students and listeners and the opening to interactions that normally do not happen, for example, between interpreters and hearing students. From the results, Inclusive Landscapes of Investigation in mathematics classes with deaf and hearing students is defined, highlighting eight essential aspects concerning this proposal, which favor the meeting between deaf and hearing in these classes, in a movement to see the other, to wanting to be together with each other and to learn from each other, promoting the cooperation and the building equity. Thus, the inclusion of this proposal in mathematics classes with deaf and hearing students is shown as a possibility of deaf inclusion in the face of educational realities in which exclusion and isolation are present.
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Palavras-chave
Educação de surdos, Educação matemática e inclusão, Diálogo, Educação matemática crítica, Deaf education, Mathematics education and inclusion, Dialogue, Critical mathematics education