Formative Needs of LIBRAS Teachers for Mathematics Courses: Challenges in Implementing Inclusive Classroom Practices

Abstract

The education of Mathematics teachers to work with deaf students requires attention to multiple formative needs, including proficiency in LIBRAS, the design of meaningful activities, guidance of student work, and effective assessment. The practice of LIBRAS in the classroom presents challenges for both pre-service and in-service teachers, especially given the complexity of mathematical language and the need for specific communication. Studies indicate that the lack of qualified professionals compromises inclusion, highlighting gaps between theory and practice. Assessing teachers’ learning in LIBRAS is essential to identify deficiencies, guide formative interventions, and improve instructional mediation. Furthermore, the development of strategies that integrate theory and practice promotes meaningful learning and ensures full participation of deaf students. Strengthening these competencies contributes to an inclusive, critical, and high-quality pedagogical practice.