2026-10-072026-10-072022-11-29SALAZAR, Erison Borges. Os desafios enfrentados por uma aluna surda no processo de inclusão nas aulas de matemática. Orientador: Robson dos Santos Ferreira. 2022. 31 f. Trabalho de Curso (Graduação em Matemática) – Faculdade de Matemática, Campus Universitário de Breves, Universidade Federal do Pará, Breves, 2022. Disponível em: https://bdm.ufpa.br/handle/prefix/10326. Acesso em: .https://bdm.ufpa.br/handle/prefix/10326This study is the result of fieldwork conducted at a municipal public school in Breves, Pará; its objective was to understand how mathematics is taught to a deaf 9th-grade student at the school. Observations took place during three mathematics lessons involving this student. The class teacher was assisted by a support teacher who conveyed the lesson content—or the mini-lesson the teacher developed—to the deaf student using Libras (Brazilian Sign Language) to facilitate her understanding of the mathematical topics. The support teacher served as the primary source of information for the student, using Libras throughout the class to teach the day's subject matter. However, conveying the material in mathematical language required significant adaptation; the support teacher often had to revisit topics multiple times to ensure full comprehension, yet the student still faced challenges grasping certain words or concepts related to the day's mathematical lesson. Teacher training in Libras is beneficial overall, as it ensures deaf students are heard and accorded the importance they deserve within the school environment; knowing the basics of Libras helps demonstrate that deaf students are not invisible, potentially alleviating the inertia surrounding training and addressing this issue—especially given that, currently, only the support teacher possesses the Libras skills needed to convey the material presented by the mathematics teacher (whether during the main lesson or a mini-lesson) to the student. The results indicate that the school is inclusive and that there is active collaboration between the mathematics teacher and the support teacher regarding the student's teaching-learning process. These characteristics enable the student to follow mathematics lessons and develop her understanding of the concepts covered; however, unfortunately, she is unable to fully keep up with the material presented by the support teacher, as the latter focuses on demonstrating how to solve mathematical problems rather than explaining the underlying properties, as is done in a traditional classroom setting.Acesso AbertoLibrasEspaço educacionalMatemáticaAlunaProfessora de apoioEducational settingMathematicsStudentSupport teacherCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINOTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil