O ensino de Matemática para alunos surdos: uma revisão bibliográfica sobre os desafios do uso da LIBRAS numa perspectiva inclusiva

Abstract

This article aims to characterize the challenges faced by teachers in the teaching and learning process of Mathematics for deaf students, highlighting the role of Brazilian Sign Language (LIBRAS) as an essential tool in promoting learning and reducing social and educational inequalities. The research, of a bibliographic nature, also analyzes the legal framework that guarantees the rights of deaf people in Brazil. The 1988 Federal Constitution ensures, in Article 208, specialized educational assistance to people with disabilities, preferably within the regular education system. Likewise, Law No. 9,394/1996 (National Education Guidelines and Framework Law) reinforces this guarantee by addressing special education as a transversal modality at all levels of education. Law No. 10,436/2002 officially recognizes LIBRAS as a legal means of communication and expression, while Decree No. 5,626/2005 regulates its use, making the teaching of LIBRAS mandatory in teacher training and the presence of interpreters in educational institutions. Furthermore, Law No. 13,146/2015 (Statute of Persons with Disabilities) guarantees inclusive, bilingual education on equal terms, strengthening the right to linguistic accessibility. The analysis of these regulations shows that despite legal advances, there are still gaps in teacher training and effective application of these laws. It is concluded that continuous teacher training and the valorization of LIBRAS are fundamental for the implementation of an inclusive, equitable, and quality mathematics education.