Estratégias colaborativas no ensino de matemática para alunos surdos do ensino fundamental: uma revisão integrativa

Abstract

This article stems from the understanding that the teaching and learning of mathematics remains a major challenge, especially in the context of the education of deaf students. The aim of the study is to analyze the importance of collaborative planning between the mathematics teacher and the Brazilian Sign Language interpreter in mediating content and meaningful learning for deaf students who use signs in elementary school. The investigation is characterized as a qualitative bibliographic research, based on an integrative literature review and complemented by document analysis. The Google NotebookLM tool was used to support data systematization, followed by rigorous manual verification to ensure the accuracy and quality of the results. The analyses indicate that, although the roles of the teacher and the interpreter are distinct, their practices are interdependent, making collaborative planning and dialogic communication indispensable elements for the development of accessible methodologies and curricular adaptations. It is concluded that the advancement of bilingual education and the effective inclusion of deaf students who use sign language depend on an institutional commitment that goes beyond the mere presence of an interpreter in the classroom, fostering a truly shared teaching experience.