Resumo

ALBERTON, Bruna Fagundes Antunes  e  THOMA, Adriana da Silva. Mathematics for citizenship: curriculum discourses about mathematics education for the deaf. Rev. Reflex [online]. 2015, vol.23, n.3, pp.218-239. ISSN 1982-9949.  https://doi.org/10.17058/rea.v23i3.6383.

This paper analyzes discourses about Mathematics Education and the way that they have constituted the practices developed with deaf students. As our analysis material, we considered both the National Curriculum Guidelines of the area of Mathematics for Elementary Education and the Political-Pedagogical Projects of three schools for the deaf. The analyses were grounded the notion of discourse developed by Michel Foucault (1996). We also established a dialogue with Viana & Barreto (2014) and Borges & Nogueira (2013) to think about Mathematics Education, and Hall (2000), Thoma & Klein (2010) and Thoma (2012) to discuss about identities, deaf difference, curriculum, culture and power. The discourse evidencing that the deaf subject should construct mathematical knowledges to become a participatory, critic, fair and autonomous citizen is often seen in the analyzed Guidelines and Projects. Therefore, our focus here is on the discourses about Mathematics for Citizenship.

Palavras-chave : Cultural Studies; Mathematics Education for the Deaf; Brazilian Sign Language; Deaf Identities; Discourse.

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