The present dissertation deals with methodology in teaching Libras to listeners as a second
language, with Portuguese being its first language, with little research focused on this process.
Therefore, there are those who seek strategies to teach listeners the use of this sign language
and the inclusion of deaf students in the school context, focusing on dynamically exploring,
through hybrid teaching, whose teaching methodology combines face-to-face and distance
learning elements. studies, to reach the learning of a second language. In this sense, the research
in question proposed to analyze the contributions of hybrid teaching as a methodological
strategy in the teaching of Libras as a L2 for listeners, in the context of teaching activities,
followed by the specific objectives: To search for theoretical subsidies that distinguish hybrid
teaching and its methodological characteristics ; Reflect on the teaching of Libras and its
methodologies as a second language for listeners; Discuss the contributions of blended learning
in the teacher's performance in the teaching of Libras as a L2 for listeners. In a qualitative
methodological approach to research, supported by bibliographic and electronic theoretical
contributions, the present investigative work is didactically structured in three distinct parts,
namely: At first, theoretical subsidies are presented that distinguish hybrid teaching and its
methodological characteristics. Next, we seek to reflect on the teaching of Libras and its
methodologies as a second language for listeners. Subsequently, we make comments to discuss
the contributions of blended learning in the teacher's role in teaching Libras as an L2 for the
listener. To this end, we present in the text a review of the main theorists linked to Blended
Learning such as the authors Moran (2015, 2018) Bacich, (2018), Horn and Staker (2015) and
Teaching Libras and its methodologies with Gesser (2015). In the final considerations, the
contributions of blended learning as a methodological strategy in the teaching of Libras as a L2
for listeners are observed, either with the dynamism of time or with the variety of strategies and
methods that can be used to give due support to teaching activities .
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