INCLUSION OF DEAF PEOPLE IN PROFESSIONAL EDUCATION: PREPARATION OF A BILINGUAL GLOSSARY WITH MATHEMATICAL TERMS FOR THE TECHNICAL COURSE IN MECHANICS

Abstract

The bilingual glossary was developed during the author's master's dissertation research, carried out in collaboration with a study group composed of mathematics teachers, an interpreter, and deaf students of the Technical Course in Mechanics integrated into High School, during the year 2023, at the Instituto Federal do Espírito Santo, Vitória Campus. The research was based on data that indicate an increase in the number of NE students enrolled in regular schools in regular classes, and that the glossaries in mathematics textbooks do not include bilingual references (Libras and Portuguese), failing to meet the specific needs of deaf students. This material was proposed with the aim of serving as a facilitating tool for teaching and learning Mathematics to promote better inclusion of deaf students through LIBRAS, providing them with assistance in communication and understanding in the classroom and in their daily lives, aiming to enhance the education of deaf students through a bilingual terminological teaching material in the area of ​​mathematics, supporting the main mathematical contents. This expands the acquisition of words in Libras and Portuguese through different educational contexts and forms of use that words can assume.
In this glossary, the reader will find specific signs of the Mathematical language, considered by the study group as necessary for studying Mathematics. The glossary was structured on criteria for the composition of signs. The first criterion was based on the replication of existing sign-terms and the proposal to create signs for terms that do not yet have them. This is organized into: Chapter One “Review”, Chapter Two “Signs Found”, Chapter Three “Proposed Signs”.