LIBRAS IN SCIENCE EDUCATION: STRATEGIES AND MATERIALS FOR THE INCLUSION OF DEAF STUDENTS

Abstract

This study aimed to reflect on the importance of bilingual and visual teaching materials in the inclusion of deaf students in Science classes. Methodologically, it is a qualitative and exploratory research based on documentary analysis and literature review of academic works and pedagogical resources related to bilingual education. The results showed that bilingual materials, by integrating Brazilian Sign Language (Libras), Portuguese, and visual language, expand access to scientific knowledge, fostering more meaningful and equitable learning. The findings highlight that visual experience is a key element in knowledge construction for deaf students, requiring pedagogical practices based on Visual Pedagogy and the appreciation of deaf culture. It was also found that teacher training must focus on bilingual teaching and the use of visual resources to create more accessible and interactive lessons. It is concluded that the production and use of bilingual and visual teaching materials strengthen an inclusive and transformative education that recognizes Libras as the language of instruction and respects the cultural uniqueness of deaf individuals.