This work thematizes our experiences in the stages of regency, of Supervised
Curricular Internship (ESC) II and III, in an 8th grade class of a public school of basic
education, Araguaína-TO. In these stages, we are led to elaborate lesson plans and
to execute them, demanding from us sensitivity to analyze the most diverse
educational situations existing in the school environment. The experience we
experienced was inclusive, so we felt the need to adjust the Portuguese language
classes. To this extent, this work is limited to the following theme: The process of
flexibilization of Portuguese Language activities in inclusive education, in order to
think about the possible effects for the learning of an included student.Affiliated to the
assumptions of the French Discourse Analysis (AD) of Peuchetian orientation, we
focused on analyzes of flexible activities: one from the ESC II and the other from the
ESC III. Thus, we could observe how the process of flexibility of activities had an
effect on the teaching and learning process of a deaf student.
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