Jogos de linguagem e a educação matemática nas narrativas de/sobre surdocegos

Fernando Fogaça; Victoria Luiza Vargas dos Santos; Fernanda Longo; Ana María Bermúdez Alfaro; Matheus Trindade Velasques

doi:10.31513/linguistica.2025.v21n1a66272

Authors

Fernando Fogaça Universidade Federal do Rio Grande do Sul (UFRGS) https://orcid.org/0000-0001-8390-175X
Victoria Luiza Vargas dos Santos Universidade Federal do Rio Grande do Sul (UFRGS) https://orcid.org/0000-0003-2056-5052
Fernanda Longo Universidade Federal do Rio Grande do Sul (UFRGS) https://orcid.org/0000-0002-0925-1303
Ana María Bermúdez Alfaro Universidade Federal do Rio Grande do Sul (UFRGS) https://orcid.org/0009-0002-0644-0093
Matheus Trindade Velasques Universidade Federal do Rio Grande do Sul (UFRGS) https://orcid.org/0000-0002-8714-2372

DOI:

https://doi.org/10.31513/linguistica.2025.v21n1a66272

Abstract

This article aims to analyze narratives by/about deafblind people in order to identify the language games practiced by these subjects and the mathematics they constitute. To this end, we started from the assumptions of narrative research and post-critical research in education to carry out a bibliographic investigation with a qualitative approach, in which the empirical materials are nine narratives by/about deafblind people from (auto)biographical works. Based on the scrutiny of the empirical materials, three analytical axes were listed. In the first, accompanied by narratives that recognized the role of mathematics in the lives of deafblind people, the status of School Mathematics in society and in deafblind ways of life was verified. In the second, its insufficiency was observed through narratives that demonstrated frustrated experiences of deafblind people when dealing with the hegemonic representation of mathematics. Finally, in the third, the mathematics produced by deafblind subjects were presented and, based on the narratives and discussions held throughout the work, the thesis was defended that deafblind mathematics is guided by a specific sensory experience, marked by touch and the particular experiences of each subject.
Keywords: Language. Mathematics. Deafblind.

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Author Biographies

Fernando Fogaça, Universidade Federal do Rio Grande do Sul (UFRGS)

PhD and Master in Education from the Federal University of Rio Grande do Sul (UFRGS). Permanent professor of the Postgraduate Program in Mathematics Teaching (PPGEMAT) and professor of Libras at the Faculty of Education of the same institution. Coordinator of the Psychology, Education, Mathematics and Society Study Group (GEDEPEMS) and researcher at the Education, Neoliberalism and School Subjects Research Group (GPense).

Victoria Luiza Vargas dos Santos, Universidade Federal do Rio Grande do Sul (UFRGS)

Master in Education from the Federal University of Rio Grande do Sul (UFRGS). School manager of the municipality of Esteio-RS. Researcher at the Psychology, Education, Mathematics and Society Study Group (GEDEPEMS) and the Education, Neoliberalism and School Subjects Research Group (GPense).

Fernanda Longo, Universidade Federal do Rio Grande do Sul (UFRGS)

PhD and Master in Education from the Federal University of Rio Grande do Sul (UFRGS). Researcher at the Psychology, Education, Mathematics and Society Study Group (GEDEPEMS) and the Education, Neoliberalism and School Subjects Research Group (GPense).

Ana María Bermúdez Alfaro, Universidade Federal do Rio Grande do Sul (UFRGS)

PhD student in Education at the Federal University of Rio Grande do Sul (UFRGS). Master in Anthropology from the National University of Colombia (UNAL). Researcher at the Psychology, Education, Mathematics and Society Study Group (GEDEPEMS) and the Education, Neoliberalism and School Subjects Research Group (GPense).

Matheus Trindade Velasques, Universidade Federal do Rio Grande do Sul (UFRGS)

PhD student in Education at the Federal University of Rio Grande do Sul (UFRGS). Master in Literature from the Federal University of Pelotas (UFPel). Professor at the Instituto Federal Catarinense (IFC). Researcher at the Psychology, Education, Mathematics and Society Study Group (GEDEPEMS) and the Education, Neoliberalism and School Subjects Research Group (GPense).