Research in the area of special education in the inclusive perspective, specifically, points out
weaknesses in the teaching-learning process of deaf students inserted in inclusive (common)
classrooms. The weaknesses that concern visuospatial communication, the Brazilian Sign
Language-Libras, specific knowledge and pedagogical actions that involve deaf students are
directly related to the teacher of this audience. In other words, it implies saying that accessibility
needs to be expanded and understood from the subjects it is intended for. Thus, this study aims to
reflect, in the context of the inclusive classroom, on the contributions of ergonomics and
visuospatial communication in the teaching-learning dynamics of the deaf student, and on the
importance of knowledge of these areas for teacher education. The investigation took place in two
federal institutes, at the Federal Institute of Roraima - IFRR and at the Federal Institute of
Amazonas - IFAM, with 19 participants, being: 08 teachers, 04 sign language translators and
interpreters, 03 deaf students and 04 hearing students. The research is characterized as an
intervention proposal with a public that communicates through the visual-spatial field, where the
hands speak and the eyes hear and that requires, above all, from the teachers, adjustments that
promote their inclusion. In this perspective, we seek to develop a qualitative investigation, based
on the case study, taking as a reference the methodology proposed by Yin (2001), in dialogue
Hernandéz Sampieri (2013) and Gil (2008). For the theoretical foundation, we used authors such
as Quadros (2004), Gaudiot (2010), Fransolin (2016), among others, as well as we proposed to
bring analyzes of the context of deaf education, research on educational practices, and also the
Brazilian legislation regarding to deaf students, such as, for example, Decree nº 5.626/05 which
provides for Libras. Likewise, we consulted articles, books, didactic material, dissertations and
theses that dealt with the topic in question. And from this, we centered our study on the
development of some operational guidelines that would help the teacher in the didactic practice,
articulating it to visual aspects in the context of teaching, namely, visuospatial communication and
ergonomics, in the proposition of a visual didactics. Ergonomic and accessibility issues are added
to the didactic action of the teacher in the training process, whether initial or continuous. As a result,
from the connection between professionals who work in the service line with deaf students, we
found that the school still works with a traditional classroom organization, without considering the
inclusive movement. In this sense, knowledge about ergonomics, the accessibility of visuospatial
communication and visual didactics can contribute to a change in the way of conceiving the
inclusive room. Thus, we understand that, in addition to contributing to the training process of
teachers in inclusive classrooms, this research can also provide these teachers with an opportunity
to reflect on their practice in the context of deaf education, which, therefore, will be reflected in the
future school life of their students.
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