Abstract:

Abstract This text, of an essayistic nature, seeks to problematize the statement that the deaf person is a visual subject in the field of Mathematics Education, as well as the widespread need for the use of visual resources for teaching and learning mathematics for deaf students. It also seeks to problematize the idea that the lack of specific signs in Libras for mathematical concepts is one of the main obstacles to the performance of the educational interpreter in mathematics classes. From a displacement of thought and the teaching experiences of the authors – one as a trainer of Libras translators-interpreters, the other as a trainer of mathematics teachers – based on a referential research, it is argued that the investment in a good discursive construction by the teacher and the construction of extralinguistic knowledge by the interpreter are fundamental conditions for the communication processes in inclusive classrooms to be enhanced and for a good construction of mathematical discourse in Libras.

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