In Brazil, the teaching and learning of Portuguese as a Second Language for the Deaf (PSLD) was introduced in the mid-19th century by the French deaf educator Edouard Huet, founder of the National Institute for the Education of the Deaf, who brought with him the socalled "French method." This study, situated within the field of Didactics of Portuguese as a Second Language for the Deaf, reveals that a methodological perspective began to emerge during that period, marked by more structured reflections on the question: "How to teach PSLD?" This perspective was shaped by the discourse of second language teaching methodologists for the deaf in the 18th and 19th centuries. The aim of this article is to shed light on the methodological approach underlying the historical development of PSLD teaching and learning in Brazil. For this purpose, a bibliographic investigation was undertaken with the aim of outlining a concise historical overview of the teaching and learning of PSLD within the period spanning from 1855 (marked by the arrival in Brazil of the French deaf educator Edouard Huet) to 1896 (which corresponds to the conclusion of Dr. Tobias Leite's tenure as the fourth director of the Imperial Institute for the Deaf-and-Dumb of Brazil). The history of PSLD teaching methodologies highlights that this remains a field of unsystematized empirical practices-unlike the more structured methods of the 19th century-despite the ongoing process of "universitarization" (understood as the incorporation and centralization of deaf education teacher training within institutions of higher education), which has been underway for nearly two decades.
The objective of this work is to analyze the inclusion of Brazilian Sign Language (Libras) interpretation in the Conex & otilde;es program on TV UFG. To this end, we examined episodes that aired between 2023 and 2025 and are available on the broadcaster's official YouTube channel. This initiative, developed in partnership with the Laboratory of Accessible Audiovisual Translation (LabTavi), stands out by placing the Libras interpreter as a co-presenter on equal **footing with the anchor, requiring significant changes in the station's journalistic practices. In this regard, we discuss the impact of this inclusion through a technical, linguistic, aesthetic, and political analysis, which identified restructurings such as the reformulation of scripts with direct word order, slower pacing, presentation of numerical data, percentages, and place names via informational graphics or on-screen visuals, and the insertion of pauses to accommodate the interpretation delivery time. This work was carried out with the involvement of a Deaf consultant, ensuring the centrality of the Deaf community's experience in the accessible production process. The initiative also highlights important considerations for the training of Libras interpreters, such as the need to develop skills for work in audiovisual contexts, collaborative practices, and engagement with Deaf consultants.
This article aimed to map the signs in Brazilian Sign Language (Libras) used to represent federal and state higher education institutions in the state of Rio de Janeiro, and to provide a phonological description of these signs (QUADROS etal., 2023), with the goal of analyzing the process of lexical formation in Libras. Based on data from the e-MEC registration website, all public federal and state institutions in the state of Rio de Janeiro were surveyed. Subsequently, Deaf individuals were consulted via WhatsApp and Instagram regarding institutional anthroponyms. The results showed that all 12 public institutions have distinct forms of identification in Libras, and in some cases, more than one sign is used. With this study, we hope to contribute to the Deaf community's understanding of the lexical formations processes in Libras.
This study analyzed translation strategies in Libras-BP of constructions with the verb 'jogar' by deaf users of BPL2. The initial hypothesis, based on the Usage-Based Construction Grammar (Goldberg, 2006; Perek, 2015; Bybee, 2016) and the Diasystematic Construction Grammar (H & ouml;der eta!, 2012), was that depending on different diasystematic factors presented in the grammatical representation of the bi/multilingual user of both Libras-BP, deaf individuals would present different translation strategies for the terms presented, related to more or less convergent translation choices, evidencing the organization of the Multilingual Constructicon.
Firstly, this study seeks to reflect critically on the academic and educational debate about the deaf education, organized mostly around the concept of method, to investigate the limits that it imposes on this academic field. In a second moment, accepting that the deaf education happens in the concrete circumstances, we tried to analyze the assumption that supports the modern educational purpose of inclusive education. We conclude by pondering the challenges imposed to deaf education by inclusion.
