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The main goal of this paper is analyzing the application of a written activity in a public high school, with deaf students, belonging to the 6th grade, in the city of Belém (PA) in 2016. Those activities were based on visual pedagogy; using the literary fairy tale “Ugly Duckling” though told in Brazilian sign language (LIBRAS). The methodology used is descriptive-analytic and examines the student deaf community, accordingly to the following procedures: In locus, by the observation of the reception of the film, records information in a field diary, filming and the interaction among deaf students. We intended developing the communicative skill of those students, specifically to exemplify some vocabulary that might increase new lexical elements among students; to observe the existence and variations often used in LIBRAS and if its works among students, without damaging its meaning; to verify the use of grammatical structures in LIBRAS (markers, sentence organization, use of space). The result points out that using elements from visual pedagogy was significant, once it values aspects of student’s sight, leading them to be interested and involved with the activity, also developing their learning skills namely how to express themselves and understanding what had been said by other students.

Práticas pedagógicas no ensino de LIBRAS: possibilidades por meio de uma pedagogia Visual