Ferramentas e estratégias para o ensino de geometria plana a alunos surdos no ensino fundamental II

Abstract

ABSTRACT This study analyzed how pedagogical tools and strategies applied to the teaching of geometry can contribute to mathematics education for Deaf students in lower secondary education, considering visuality and accessibility as central elements for the promotion of inclusive teaching practices. The research was developed as a qualitative literature review, based on the search, selection, and critical analysis of scientific studies focused on mathematics teaching, particularly geometry, within inclusive education contexts for Deaf learners. The theoretical and methodological framework was grounded in the assumption that learning should be mediated by resources that connect with students, lived experiences, emphasizing visual communication and practical engagement. In this sense, studies addressing the use of manipulatives, dynamic geometry software, and teaching proposals that incorporate sign language into the teaching of geometric content were analyzed. The analytical procedure focused on identifying the most recurrent practices in the literature, as well as those frequently associated with positive educational outcomes, in addition to the challenges faced by teachers when teaching geometry to Deaf students. The main findings indicate that geometry teaching tends to be more effective when visual and interactive resources are employed, such as three-dimensional objects, graphical representations, and digital tools. Educational software, especially dynamic geometry environments, enhances students’ autonomy and strengthens logical reasoning, while also bringing mathematics closer to everyday experiences. It was also observed that teacher education is a key factor in enabling the articulation of inclusive methodologies and diverse resources, promoting a more accessible and equitable educational process. It is concluded that geometry teaching, when based on inclusive strategies, may enhance not only mathematical understanding but also Deaf students’ participation in the school environment. Keywords: Deaf education; Inclusive education; Mathematics education; Plane geometry; Pedagogical strategies.