DEAF STUDENTS AND EDUCATIONAL PROCESSES IN TEACHING MATHEMATICS: QUESTIONING THE EXCLUSION / INCLUSION

The aim of this study is to analyze the mathematical education of deaf students who attend regular classes and also, in the inverse period, the Resource Room. The theoretical support is based on the thoughts of Michel Foucault and education of the deaf in their relationship with the field of Ethnomathematics and it has four deaf students as participants. The material of the research is composed by notes in the field diary of the researcher, excerpts of filming and written material produced by the participants in the survey. The analysis of the research material points out that if, on the one hand, students use the calculator everyday in the regular classroom; on the other hand, in the Resource Room, the participants did not demonstrate to recognize functions and operations of this tool. In addition, these same students have, when confronted with different problems, presented problem solving strategies different from those usually used in the classroom.