This article is the result of the experiences of scholarship holders from the Institutional Program for Teaching Initiation Scholarships (PIBID), in the subproject of interdisciplinary practices between Portuguese Language and Brazilian Sign Language (LIBRAS). The research aims to report and reflect on the practices adopted in the Inclusion Laboratory, which aims to serve deaf students in the context of teaching Portuguese as a second language (L2). A qualitative, descriptive, and reflective approach was adopted, with an emphasis on critical analysis of the experiences. The theoretical foundation is based on studies on deaf education, including Campello (2018), Doziart (2009), Gonçalves (2020), Skliar (2013), and Strobel (2019). The study highlights the importance of adequate resources and methodologies to promote inclusion and effective literacy practices in Portuguese for deaf individuals.
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