<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-686X</journal-id>
<journal-title><![CDATA[Revista Educação Especial (Online)]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Espec.]]></abbrev-journal-title>
<issn>1984-686X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-686X2023000100221</article-id>
<article-id pub-id-type="doi">10.5902/1984686x70193</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Atividades Pedagógicas no Ensino Fundamental para Alunos Surdos: Produção de Material Didático de Matemática para uma prática docente bilíngue]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical Activities in Elementary Education for Deaf Students: Production of Mathematics Didactic Material for a bilingual teaching practice]]></article-title>
<article-title xml:lang="es"><![CDATA[Actividades Pedagógicas en Educación Básica para Alumnos Sordos: Producción de Material Didáctico Matemático para uma práctica docente bilíngüe]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Willian Silva de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dionysio]]></surname>
<given-names><![CDATA[Renata Barbosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Nacional de Educação de Surdos  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Nacional de Educação de Surdos  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-686X2023000100221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-686X2023000100221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-686X2023000100221&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A Educação de Surdos no Brasil tem se aproximado cada vez mais das práticas bilíngues, proporcionando a construção linguística, identitária e cultural do surdo. Essa filosofia educacional é baseada nas demandas que essa comunidade apresentou historicamente. Dessa forma, o presente artigo vem abordar especificamente o ensino da Matemática, a partir de um material didático que foi construído numa perspectiva bilíngue para alunos Surdos do 1º ano do Ensino Fundamental. Apresentamos assim, algumas reflexões sobre o ensino bilíngue e o que uma prática docente pode contribuir para a formação dos estudantes Surdos. Destacamos, também, aspectos do material didático construído que, junto a uma prática docente intencional, favorece a implementação de uma proposta didática bilíngue. Nesse sentido, destacamos a importância da visualidade como artefato Surdo, que traz fundamentos para uma pedagogia Surda e, a criação de arcabouços imagéticos que fundamentam a construção e veiculação dos processos comunicacionais em língua de sinais. Matemática é uma disciplina que a maioria dos alunos tem dificuldade. Bastantes questões estão relacionadas a esse fato, contudo, destacamos a linguagem própria que envolvem símbolos e formas de expressões. Assim, a proposta apresentada nesse relato de pesquisa, busca mostrar o trabalho entre múltiplas linguagens, da Matemática, da língua de sinais, da língua portuguesa, sempre sustentada pela matriz da linguagem visual.Por fim, acreditamos que conhecer as características dos estudantes Surdos e construir materiais específicos que atendam a sua demanda, promovam didáticas de ensino, buscando alcançar as expectativas de aprendizagem da etapa de ensino e proporcionar um desenvolvimento global desseeducando.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Education for the Deaf in Brazil has increasingly approached bilingual practices, providing the linguistic, identity and cultural construction of the deaf. This educational philosophy is based on the demands that this community has historically presented. Thus, this article specifically addresses the teaching of Mathematics, based on didactic material that was constructed in a bilingual perspective for Deaf students in the 1st year of Elementary School. Thus, we present some reflections on bilingual teaching and what a teaching practice can contribute to the formation of Deaf students. We also highlight aspects of the constructed didactic material that, together with an intentional teaching practice, favor the implementation of a bilingual didactic proposal. In this sense, we highlight the importance of visuality as a Deaf artifact, which brings foundations for a Deaf pedagogy and the creation of imagery frameworks that support the construction and dissemination of communication processes in sign language. Mathematics is a subject that most students struggle with. Many questions are related to this fact, however, we highlight the language itself that involves symbols and forms of expressions. Thus, the proposal presented in this research report, seeks to show the work between multiple languages, Mathematics, sign language, Portuguese language, always supported by the matrix of visual language. Finally, we believe that knowing the characteristics of Deaf students and building specific materials that meet their demand from this group, and promote teaching and learning didactics, which manage to achieve the learning expectations of the teaching stage and provide a global development of these students teaching.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La educación para sordos en Brasil se ha acercado cada vez más a prácticas bilingües, proporcionando la construcción lingüística, identitaria y cultural de los sordos. Esta filosofía educativa se basa en las demandas que históricamente ha presentado esta comunidad. Así, este artículo aborda específicamente la enseñanza de las Matemáticas, a partir de material didáctico que fue construido en una perspectiva bilingüe para alumnos Sordos del 1º año de la Enseñanza Fundamental. Así, presentamos algunas reflexiones sobre la enseñanza bilingüe y lo que una práctica docente puede aportar a la formación del alumnado Sordo. Destacamos también aspectos del material didáctico construido que, junto a una práctica docente intencionada, favorecen la implementación de una propuesta didáctica bilingüe. En ese sentido, destacamos la importancia de la visualidad como artefacto Sordo, que aporta bases para una pedagogía Sorda y la creación de marcos de imaginería que apoyen la construcción y difusión de procesos de comunicación en lengua de signos. Las matemáticas son una materia con la que la mayoría de los estudiantes tienen dificultades. Muchos interrogantes están relacionados con este hecho, sin embargo, destacamos el propio lenguaje que involucra símbolos y formas de expresión. Así, la propuesta presentada en este informe de investigación, busca mostrar el trabajo entre múltiples lenguajes, Matemáticas, lengua de señas, lengua portuguesa, siempre apoyado por la matriz del lenguaje visual. Finalmente, creemos que conocer las características del alumnado Sordo y construir materiales específicos que satisfagan su demanda por parte de este colectivo, y promover didácticas de enseñanza y aprendizaje, que consigan alcanzar las expectativas de aprendizaje de la etapa docente y proporcionen un desarrollo global de la docencia de estos alumnos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Material didático]]></kwd>
<kwd lng="pt"><![CDATA[Educação de Surdos]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Matemática.]]></kwd>
<kwd lng="en"><![CDATA[Courseware]]></kwd>
<kwd lng="en"><![CDATA[Deaf Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching Mathematics]]></kwd>
<kwd lng="es"><![CDATA[Material didáctico]]></kwd>
<kwd lng="es"><![CDATA[Educación para Sordos]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de las Matemáticas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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