Souza Vitalino

Driven by the current discourse in favour of inclusion in the school environment, all students are invited to share the same space. In the political field, some measures have been taken, such as the approval of the LIBRAS Law (BRASIL, 2002), which makes this language official, as well as the guarantee of the presence of LIBRAS interpreters (BRASIL, 2005) in educational services, both in favour of deaf students. Among the barriers to teaching and learning for deaf people in an inclusive situation, in our case relating to the teaching of maths, we highlight the fact that communication remains the major stumbling block to good quality teaching. Permeating all the methodological strategies available to the teacher in a lesson, we have speech as the main means of communication. In this sense, the book presents a case study aimed at analysing the mathematical knowledge of deaf students in the 9th year of primary school at a public and municipal school in the city of Cajazeiras - PB.