Libras Glossary: mathematics terminologies for teaching deaf students

Abstract

The present research aims to present a Terminological Glossary of Mathematics in Libras (Brazilian Sign Language), developed for the instruction of deaf students. It discusses the importance of using accessible didactic materials in Libras as indispensable tools for promoting inclusion and respecting the cultural and linguistic identity of the deaf Community. The methodology included a literature review on inclusive education and mathematics for deaf students (Borges; Rossi, 2019; Kraemer; Lopes; Zilio, 2020). Subsequently, existing glossaries—both physical (Capovilla et al., 2017; Capovilla & Raphael, 2005) and digital (Acessibilidade Brasil, Calculibras)—were investigated to compile the research corpus: mathematical signs in Libras for high school content. The obtained data were organized into an accessible glossary format in Libras, with the purpose of mediating concepts and promoting inclusive pedagogical practices. The results indicate that the absence of a well-defined repertoire compromises conceptual clarity, causing ambiguities and communication gaps. In contrast, bilingual glossaries prove effective in broadening accessibility, improving comprehension, increasing classroom participation, and reinforcing the autonomy of deaf students. It is concluded that the teaching of mathematics to deaf students requires the effective use of Libras as the language of instruction, combined with the development of materials that meet the linguistic and cultural specificities of this public.