Tecnologias assistivas na educação de surdos: práticas pedagógicas e políticas de inclusão para o ensino da leitura e da escrita

Abstract

This article examines the role of Assistive Technologies (ATs) in teaching reading and writing to deaf students in Brazilian basic education, based on the bilingual perspective that recognizes Libras as the first language (L1) and written Portuguese as the second language (L2). The study is grounded in theoretical contributions on bilingualism, inclusion, and educational technology, with emphasis on visuospatial learning, linguistic recognition policies, and structural inequalities affecting public education. Methodologically, this is a qualitative study of a bibliographic and exploratory-analytical nature, based on a systematized review of articles, theses, dissertations, and legal documents published between 2020 and 2025, collected from databases such as SciELO and Google Scholar. The analysis focused on identifying trends, patterns, and gaps in recent literature. The findings indicate that ATs such as Hand Talk, VLibras, Live Transcribe, ProDeaf, and AVA expand linguistic access, support literacy development, and enhance communicative autonomy among deaf students. However, their effectiveness is constrained by structural factors, including limited infrastructure, insufficient teacher training, and socioeconomic inequalities. The discussion highlights that the pedagogically intentional use of these technologies, aligned with the bilingual approach, plays a key role in fostering more inclusive practices, particularly in mediating between Libras and written Portuguese. It is concluded that Assistive Technologies function as instruments of linguistic and digital equity, whose transformative potential depends on the articulation between technology, pedagogy, and public policy.