The lack of a qualified professional in Brazilian Sign Language (Libras) in a public
school is something extremely harmful for inclusive education. This deficiency in the
school staff means that deaf students are prevented from having meaningful and
efficient learning. The objective was to evaluate the student's level of understanding in
relation to the contents worked in the classroom and to identify possible difficulties in
relation to sign language. To carry out the research, the participant observation method
was used, in which the researcher accompanied the student during activities in the
classroom and carried out some interventions during the teaching-learning process.
The results showed that the difficulties encountered were related to sign language,
which is not yet mastered by the student, in addition, it was identified that the lack of a
qualified Libras professional can greatly impair the literacy of the deaf student, but he
has a good relationship with colleagues, teachers, shows interest and motivation in
teaching-learning. Based on the results, it is possible to conclude that it is extremely
important that teachers and the school in general continue to invest in the education
of deaf students, offering the necessary support so that they can develop their
knowledge and skills. This includes improving communication in sign language, using
specific pedagogical resources for deaf students and adapting activities to ensure the
inclusion and full participation of these students.
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