CHALLENGES AND POSSIBILITIES IN THE SCHOOL INCLUSION OF DEAF STUDENTS: THE ROLE OF THE LIBRAS INTERPRETER AND PEDAGOGICAL ADAPTATION

Abstract

This article discusses the challenges and potentials of the inclusion of deaf students in regular schools, focusing on the role of Libras interpreters and the need to adapt pedagogical practices to meet the specificities of visual learning. Using a qualitative approach, observations and analyses of classroom interactions among deaf students, teachers, and interpreters were conducted, highlighting the importance of linguistic mediation to ensure access to educational content. However, it was found that the fast pace of lessons, combined with the lack of planning that considers the visual time needed for comprehension and note-taking, significantly compromises the learning of deaf students. Additionally, insufficient teacher training regarding the particularities of bilingual education and the interpreter’s role worsens the difficulties for effective inclusion. The study emphasizes that inclusion cannot be limited to the presence of the interpreter but requires a reorganization of pedagogical time, the valorization of Libras as the first language, and collaborative work among all school professionals. Therefore, ongoing teacher training and the development of pedagogical practices that respect linguistic and cultural differences are essential to promote a truly accessible, equitable, and inclusive school environment.