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This paper deals with the Learning Paradigm of Levy Vigostsky (1896-1934) and the implications this same theory can provide for an educational practice that energizes the learning of deaf learners. Therefore, the socio-interactionist theory with its assumptions of learning, can enable practices that mediate significant knowledge, starting from the specificities and socio-historical experiences of deaf learners. In this regard, this study analyzed possible implications of Levy Vigotsky's Socio-interactionist Paradigm for pedagogical praxis with deaf students and how these same principles can enable practices aimed at the learning of these subjects. The methodology used for this study was the documentary analysis, which contributed to a deeper understanding of the implications of socio-interactionism for the teaching-learning process of deaf learners. The results of this study are the consolidation of a rich theoretical and pedagogical essay that allows the understanding and possible application of Vigotsky's socio-interactionist theoretical constructs to pedagogical practice with deaf students in order to foster meaningful learning.

A práxis pedagógica e os aprendentes surdos: implicações e pressupostos do paradigma vygotskyano na prática