Math education and the human right to inclusion: the expectations of the teacher acting with deaf pupils in a public school in the Distrito Federal

Abstract

This study presents math teachers and their expectations regarding the school inclusion process, as a human right, for deaf students. It presents mathematical education as knowledge that dialogs with the perspectives of human rights, in particular, with the right to education. It has as participants in the research six mathematics teachers who work in a public high school, located in the Gama Administrative Region, Federal District, Brazil. The qualitative methodology was used with a dialogical instrument of semi-structured interview and discourse analysis. As a result, it was found that many teachers have propositive expectations regarding the inclusion of the deaf learner, although much of the emphasis is on the acquisition of Brazilian Sign Language rather than methodologies and teaching processes suitable for this audience. As for their training to promote inclusion, there was a negative expectation, since four of the teachers said that they were not prepared. However, all have demonstrated in their narratives the importance of teaching mathematics and inclusion as a right to education, as well as a human right for all.