REVIEW OF INCLUSIVE PEDAGOGICAL STRATEGIES FOR TEACHING MATHEMATICS IN LIBRAS TO DEAF STUDENTS IN UPPER PRIMARY EDUCATION

Abstract

This article aims to analyze inclusive pedagogical strategies that integrate Brazilian Sign Language (Libras) into the teaching of Mathematics to deaf students in the Final Years of Elementary School. This is a qualitative, exploratory, and descriptive study conducted through a bibliographic and documentary review. The corpus consisted of academic publications and normative documents related to Inclusive Education, Bilingual Education for the Deaf, and Mathematics Education. The selected material underwent exploratory, selective, and analytical reading and was organized, with the support of content analysis, into four thematic axes. The studies analyzed indicate that mediation through Libras, combined with visual resources, manipulatives, digital technologies, and participatory pedagogical strategies, can facilitate the understanding of mathematical concepts and increase deaf students’ participation in school activities. The results also highlight the importance of collaborative planning between teachers and Brazilian Sign Language–Portuguese Translators and Interpreters (TILS), as well as teacher education focused on these students’ linguistic and cultural specificities. It is concluded that inclusive and bilingual education requires conditions of linguistic and methodological accessibility that foster deaf students’ participation and mathematical learning.