Banca de DEFESA: DELIANE NUNES FOLGADO DE OLIVEIRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : DELIANE NUNES FOLGADO DE OLIVEIRA
DATE: 08/03/2024
TIME: 15:00
LOCAL: Sala de vídeo-conferência da UNIR - Campus de Ji-Paraná
TITLE:

CONTINUOUS EDUCATION OF TEACHERS WHO TEACH MATHEMATICS TO DEAF STUDENTS FROM AN ETHNOMATHEMATICAL PERSPECTIVE

KEY WORDS:

Continuing training. Deaf students. Ethnomathematics

PAGES: 152
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This master's research aims to understand changes in Libras teachers' conceptions related to the teaching-learning of mathematics for deaf students based on continuing education in Ethnomathematics. The research is qualitative, with action research procedures. It involves five Libras teachers from the municipal teaching network of Ji-Paraná/RO. For the production of data, questionnaires to characterize the subjects, semi-structured interviews and a field notebook were used. Continuing education will be organized in a sequence of pedagogical workshops, centered on the cultural specificity of deaf students and on the D'Ambrosian theory of Ethnomathematics. For data analysis, content analysis procedures were adopted. The theoretical foundation of the research includes ideas about continuing education for teachers, the cultural specificity of the deaf community from the anthropological concepts of culture and cultural identity, and the d'ambrosian theory of Ethnomathematics. The data from the field research with the subjects, produced through the application of questionnaires and interviews, bring as partial results answers that contemplate the specific objectives of the research, it is noticed that the mathematics teaching strategy adopted by all participants is based on the concrete, on the specific knowledge of the deaf culture there is no appropriation through scientific studies, but knowledge built through the practice of work, since they assumed the role of Libras teachers they did not have continued training that was specific to the position, they point out several training gaps that they would like to have time to study , placing the teaching of mathematics for deaf people as something that they do not feel prepared to act as teacher trainers. In view of the results obtained so far, I emphasize the importance of offering continuing education in ethnomathematics with a focus on deaf culture, as it will contribute to the training of the teachers involved, enabling changes in conceptions that will result in a significant performance with regard to teaching and learning mathematics for deaf students.

COMMITTEE MEMBERS:
Presidente - 1680989 - KECIO GONCALVES LEITE
Interna - 2147056 - CARMA MARIA MARTINI
Externa ao Programa - 1735827 - NEIDIMAR VIEIRA LOPES GONZALES - UNIR