Práctica pedagógica de maestros que enseñan matemáticas a estudiantes sordos
This article socializes the results about the pedagogical practice of teachers who teach mathematics to deaf high school students in 2019 in the State of Cuiabá, Mato Grosso, Brazil. For that reason, it was established: to identify teachers' conceptions of pedagogical practice; describe teacher...
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| Formato: | Online |
| Lenguaje: | por |
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Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE)
2021
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/3490 |
| Sumario: | This article socializes the results about the pedagogical practice of teachers who teach mathematics to deaf high school students in 2019 in the State of Cuiabá, Mato Grosso, Brazil. For that reason, it was established: to identify teachers' conceptions of pedagogical practice; describe teachers 'understanding of deaf students' learning and methodologies of the teachers with their deaf students. It´s important notions of authors as Dorziat (2004), Libâneo (2001), Sacristán & Pérez (2009), Skliar (2000, 2001, 2013), Bogdan & Biklen (1994). The methodologic is qualitative, characterized as an exploratory case study; this is descriptive and interpretive research. The instruments for collection of information were documentary analysis of the Pedagogical Political Project (PPP), annual math planning and lesson plan, semi-structured interviews and participant observation. The results indicated that the pedagogical practice of the teachers for their deaf students does not allow for critical reflection and insertion of them in social practice. Therefore, it’s necessary to development of a Bilingual Pedagogical Practice (BPP) in the teaching of Mathematics for deaf students. |
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