Surdez, bilinguismo e educação matemática: um (novo?) objeto de pesquisa na educação de surdos

Abstract

The constant quest for an all-inclusive education has generated several social movements from the various spheres of society which aim for this constitutional right, either by law or as a matter of social conscience. These movements are also setting trends with respect to the teaching of mathematics with quality and within any social construct. With this direction in mind, we chose this research to be aimed at the teaching of mathematics for the deaf, in which the deaf social constructs covered by several researchers seeking consciously or unconsciously to ensure a bilingual interaction to these subjects based on methodological proposals in the different approaches of academic research. Thus, under this assumption, the present study aims to discuss some inherent relations in Mathematics Education and the Education of the Deaf, in light of citizenship and bilingualism in strict Postgraduate courses in mathematics education in the North and Northeast of Brazil, between the years 2006 and 2014. We have found in many formal and informal discourses related to "not learning math" the assumption that the content is difficult, or that the professional does not know sign language, or that teaching is not bilingual. However, when we looked closer at the research, we found that communication and learning were present in the results, which deserves considerable emphasis to the researcher. This qualitative study has been built up from literature supported by authors, such as, Goldfeld (2002), Lucchesi (2008), Paul and Alexandrian (2010), Naufel (2002), Brazil (1988; 2002; 2005), Fiorin (2013), Dubois et al. (1997-1998), D'Ambrosio (1986; 2008), among others who have contributed significantly to this dialogue. And the chosen path, going from a reflection on all-inclusive mathematics, through the recognition of the deaf citizen and what bilingualism means in Brazil, points out that the research conducted within the Mathematics Education and Deaf Education are closely linked to social and educational perceptions adopted by researchers who see the deaf not just as a clinical feature, but as citizen's rights.