Oral History and Inclusive Mathematics Education

Narratives of a Former PIBID Scholarship Holder about the Inclusion of a Deaf Student

Abstract

This qualitative study, developed from an Oral History perspective, analyzes the formative experience of a former PIBID scholarship holder who graduated from a Mathematics teacher education program, based on her experience observing classes in a middle school classroom that included a deaf student. The research was developed through a semi-structured interview with the participant, seeking to understand her perceptions about the inclusion of a deaf student in mathematics classes, based on classroom dynamics, the pedagogical strategies used by the teacher, and the interactions established between the teacher, the sign language interpreter, and the deaf student. The analysis of the narratives revealed challenges related to classroom management, limitations in teacher education for inclusive practices, and structural conditions within the school environment. At the same time, pedagogical practices that supported the participation of the deaf student were identified, such as the use of visual resources, manipulatives, and adaptations in classroom activities. The findings indicate that formative experiences developed through PIBID can contribute to broadening teachers’ understanding of inclusive education in mathematics. The study concludes that the inclusion of deaf students in mathematics education requires intentional pedagogical practices, collaboration among school professionals, and continuous teacher education processes.