The topic of teaching Portuguese for the deaf as a L2 is a constant among the various researchers in the
field of education. Henceforth, this research deals with a relevant theme in the issue of teaching deaf
people. This one deals with the lack of specific methodology for teaching Portuguese in the written
modality as L2. Authors such as Gesser, (2010) addresses issues related to the methodology of teaching
Libras as L2, Basso, Strobel and Masutti, (2009) deals with issues concerning the methodology of
teaching Libras as L1, all these articles were essential for guidance in the area of education, as they
produced major changes in the way of teaching and seeing the deaf person. As a result, I come to
problematize the failure of deaf students in the regular inclusive classroom in which the deaf attend the
class in the L1 of the listener while the L1 of the deaf is ignored. Thus, the oral Portuguese methodology
prevails. While a methodology centered on Portuguese written as L2, would favor cognitive, social and
other higher functions. Still committing myself to bring some theoretical reflections about the
collaborative and communicative approaches which Figueiredo among other authors implemented as a
method of language teaching. For this reason, they were adopted in the Support Program for Incoming
Students (PADI) at UFT, in the state of Tocantins.
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