Educa??o bil?ngue no contexto escolar inclusivo: a constru??o de um gloss?rio em Libras e L?ngua Portuguesa na ?rea de matem?tica

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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES)
O presente trabalho discute aspectos relacionados ? educa??o inclusiva e seus desdobramentos em rela??o ? proposta de educa??o bil?ngue no Brasil, mais especificamente em Natal-RN. Nesse contexto, objetivamos construir uma proposta de gloss?rio que possibilite a representa??o de termos matem?ticos em L?ngua Brasileira de Sinais (LIBRAS) e em L?ngua Portuguesa. Nossa investiga??o buscou subs?dios te?ricos em estudos lexicais e terminol?gicos, na legisla??o, em documentos e pesquisas na ?rea de educa??o especial. Constatamos as dificuldades dos professores e alunos surdos em abordar os conte?dos curriculares de matem?tica nas escolas municipais de Natal que s?o conhecidas como Complexos Bil?ngues de Refer?ncia para Surdos. Por isso, elaboramos dois produtos educacionais: a Fonte bil?ngue de computadores e o Gloss?rio bil?ngue na ?rea de Matem?tica. A Fonte bil?ngue ? uma ferramenta computacional composta pelo alfabeto de A a Z e os n?meros de 0 a 9. Para sua cria??o, utilizamos dois softwares, o Adobe photoshop CS5 e o High-logic fontcreator 6 home edition. O Gloss?rio bil?ngue na ?rea de matem?tica ? um material did?tico terminol?gico composto por 147 termos compilados de seis cole??es dos livros did?ticos de matem?tica do 1? ao 5? ano. Para a composi??o dos sinais do gloss?rio bil?ngue na ?rea de matem?tica, usamos quatro crit?rios metodol?gicos: replica??o dos sinais-termos existentes do dicion?rio tril?ngue do Capovilla e Raphael (2008); a sugest?o de sinais-termos usados pela comunidade surda de Natal; a composi??o de dois ou mais sinais, conforme o dicion?rio tril?ngue de Capovilla e Raphael (2008); e a fonte bil?ngue. Consideramos que esta pesquisa pode trazer reflex?es e apontamentos sobre a import?ncia de elaborar materiais did?ticos bil?ngues por ?rea de especialidade que facilitem a utiliza??o da LIBRAS pelo professor e promovam melhorias no processo de aprendizagem dos alunos surdos.
The present study performs a discussion about aspects related to inclusive and bilingual education in Brazil, specifically in Natal municipality. In this context, the main objective was to development a mathematics bilingual glossary (Libras and Portuguese language). Our research has focused on lexical and terminology theoretical studies, as well as official papers and research regarding special education. Firstly we observe difficulty of both, teachers and deaf students, during mathematics classes in different schools of Natal municipality, which are known as ?Deafness reference bilingual complex?. Thus, we propose two educational products: a computational bilingual font, and the bilingual glossary. The bilingual font is a computational tool containing the alphabet (A to Z) and ordinal numbers (0 to 9) it was created via ?Adobe Photoshop CS5? and ?High-logic font creator 6 home edition? software. The mathematics bilingual glossary is composed by 147 terms extracted of six math books collections, covering from the first to fifth scholar year. We used four criteria to elaborate the glossary signs: replicate the sign existing in Capovilla and Raphael (2008) trilingual dictionary; using regional signs of the deaf community of ?Rio Grande do Norte?; joining two or more signs from the Capovilla and Raphael (2008); using the bilingual font by fingerspelling (or dactylology) method. The results obtained with the present research shows the necessity of elaboration appropriated teaching materials in order to facilitate the use of Libras, promoting a good relationship between teaching and learning of the deaf students.