Artigo · 2025
Deaf teacher, inclusive practices, and ethnomathematical perspectives in the regular classroom
Referência (ABNT NBR 6023)
GIONGO, Ieda Maria; ANTUNES, Maria de Fátima Nunes; AGAPITO, Francisca Melo. Deaf teacher, inclusive practices, and ethnomathematical perspectives in the regular classroom. Educação Matemática Debate, 2025. DOI: https://doi.org/10.46551/emd.v9n16a32.
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Resumo
This paper presents the results of a study that aimed to examine the presence of a deaf teacher in regular classes in the Elementary School. Using Ethnomathematics as a theoretical and methodological reference, data were generated from a study group comprising hearing and deaf teachers who worked with deaf students in two public schools in municipalities in Mato Grosso, Brazil. The participants designed, developed, evaluated, and redesigned tasks using GeoGebra as an assistive technology. The analysis showed that deaf teachers can work in regular classrooms, provided they have the support of a professional Brazilian Sign Language (Libras) translator-interpreter.