The present work proposes a systematic review on the use of textual genres as support
for learning Portuguese as an L2 for deaf students, which aims to identify scientific
productions related to the topic, as well as the strategies that these genres in
Portuguese can offer. The methodology used to organize this article is qualitative, with
a literature review of the productions found, which were analyzed and placed in tables
for a more satisfactory understanding. For the search, inclusion and exclusion criteria
were established and the database was the Capes Catalog of Theses and
Dissertations. Four works met the inclusion criteria and were subjected to an analysis,
in addition to a discussion around the nomenclature used, as some authors prefer to
maintain the term textual genre and others opt for the term discursive genre, being a
defender of dynamicity, but also of a structure to be respected and the other of the
manifestations present in our daily lives. It is pertinent to discuss bilingual teaching for
the deaf and how the Portuguese language has been explored within the classroom,
and the dissertations provide a little of this panorama, which will be evidenced in the
results presented, which will show that textual genres have the its importance in the
teaching-learning process of the Portuguese language for deaf students, not as an end
in itself, as it involves a specific methodology to make it understandable.
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