Práticas matemáticas e docência : modos de ser professor em escolas de surdos.

Abstract

This thesis aims to problematize ways of how to be a teacher in schools for deaf students in the south region of Rio Grande do Sul (RS), based on their mathematical practices. With this standpoint, the research problem was outlined with the following question: How do mathematical practices with deaf students constitute ways of how to be a teacher? For this initiative, the theoretical contributions that sustain the research are supported by the Deaf Studies and their dialogues with the studies of Gilles Deleuze and Félix Guattari, from which comes the notion of the minor, a theoretical and methodological tool that put in action to operate with the empirical material, whose object of study is teaching Mathematics. The research empirical part, was carried out with teachers who work in two schools for deaf students in the south region of RS: Escola Especial Alfredo Dub, located in Pelotas and Escola Municipal de Educação Bilíngue Carmem Regina Teixeira Baldino, located in Rio Grande. The methodological work was a cartographic inspiration, based on the narratives produced by teachers of deaf students, in two workshops held in both schools for deaf students: The first workshop consisted of working on learning Mathematical situation for deaf students and the teachers that work at the mentioned schools; the second workshop consisted of the presentation of mathematical situations with deaf students by the teachers that belong to the investigated schools. From these narratives, Dagmar is conceived, a conceptual and aesthetic character, who, during the plot, begins to give life to the ways of how to be a Mathematics teacher of deaf students. After the material examination, three sub compositions were made: first, Dagmar’s constitution lines are clear, its territory, its patterns originating from mathematics education, which mark the practices about deaf education; Second, stuttering, which, in deaf education, Deterritorializes teaching Mathematics; Third, the mathematics encounter with the minor is taking place in the deaf education, that is, the reterritorialization of Dagmar. Based on these three movements, it is supported by this thesis that ways of how to be teachers (Dar-mares) are Math teaching products with deaf students. They are repeated, they vary, they are derived, they multiply, and with them, new "truths" are updated.