PEDAGOGICAL MEDIATION: INCLUSIVE LIBRAS PRACTICES IN THE EDUCATIONAL PROCESS OF DEAF STUDENTS IN A PUBLIC SCHOOL IN APODI-RN

This article addresses the collaborative relationship established among teachers, Brazilian Sign Language (Libras) interpreters, and deaf students in the classroom context. Its main objective is to analyze pedagogical mediation and inclusive practices in Libras within the educational process of deaf students in a public school in Apodi, Rio Grande do Norte, Brazil. It seeks to understand how the partnership between these professionals contributes to the development of accessible pedagogical practices and to the effective participation of deaf students in the teaching and learning process. To support the research, studies by Lopes (2012), Quadros (1997), Gil (2002), Goldfeld (2002), Lopes (2020), Santos (2013), were used, whose theoretical contributions enabled the understanding of aspects related to deaf education, the importance of Libras as a means of communication and knowledge construction, pedagogical mediation between teachers and interpreters, as well as the methodological procedures adopted in the investigation. These theoretical references contributed to a deeper analysis of the educational context studied, considering the challenges and possibilities of school inclusion for deaf students. The research is characterized as qualitative and field-based, conducted in a public state school located in the municipality of Apodi, Rio Grande do Norte, Brazil. Data were collected through a questionnaire applied to a classroom teacher and a Libras interpreter who work with deaf students at the investigated institution. The results showed that the Libras interpreter plays a fundamental role in communicative mediation and in ensuring deaf students’ access to school activities. However, challenges were also identified regarding the continuing education of professionals, teachers’ proficiency in Libras, the availability of accessible teaching materials, and the need for greater collaboration between teachers and interpreters. Thus, this study contributes to discussions in the field of inclusive education by highlighting the importance of professional training, collaborative planning, and the implementation of pedagogical practices that value Libras and ensure more effective participation of deaf students in the school environment.