MULTIMEDIA RESOURCES IN DEAF EDUCATION: VISUAL AND TECHNOLOGICAL STRATEGIES FOR INCLUSION IN SCHOOL ENVIRONMENTS

Abstract

The inclusion of deaf students in Brazilian public schools is supported by legislation such as the Federal Constitution and Decree No. 5.626/2005, which recognize Brazilian Sign Language (Libras) as the official language of instruction for the deaf community. Despite these legal advances, significant challenges remain in the school environment, such as the lack of accessible resources, insufficient technological infrastructure, and the absence of specialized teacher training, which undermine the effectiveness of the teaching-learning process. This study aimed to analyze the use of assistive technologies, focusing on multimedia resources in Libras, in the educational inclusion of deaf students. The research sought to identify the main tools in use, understand their impact on academic performance, and highlight the barriers faced by teachers and students in everyday pedagogical practice. A qualitative approach was employed through a systematic literature review. Academic papers, legal documents, and technical studies were examined from reliable databases such as SciELO, BDTD, LUME, and the CAPES Periodicals Portal. The methodological framework followed the guidelines of Gil (2008) and Marconi and Lakatos (2008), with thematic categorization focused on digital accessibility, teacher training, and inclusive pedagogical practices. The results show that the use of signed videos, visual animations, accessible platforms, and active methodologies supports the engagement and autonomy of deaf students. It was also found that the effectiveness of these strategies relies heavily on continuous teacher training and institutional commitment to inclusion. The lack of these elements compromises the proper use of technological resources and the creation of truly accessible learning environments. It is concluded that assistive technologies are essential tools for promoting educational equity, provided they are integrated into a pedagogical project that values Libras, linguistic diversity, and the right to learning under equal conditions for deaf students.