2025-11-252025-11-252025-10-08BELEM, Simone Conde. Os jogos pedagógicos na inclusão de alunas surdas no contexto da escola municipal Cristiano José de Medeiros Rosa – Bragança (PA). Orientadora: Cristiane Bremenkamp Cruz. 2025. 38 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação, Campus Universitário de Bragança, Universidade Federal do Pará, Bragança-PA, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/8847. Acesso em: .https://bdm.ufpa.br/handle/prefix/8847This study aims to analyze educational games as facilitating tools in the teaching-learning process for the inclusion of deaf students. The theoretical framework is based on Skliar (1998); Lacerda (2003); Motta and Gediel (2021); Silva (2022), among others. The methodology used was qualitative, characterized by a field study of an empirical nature. The participants were two deaf students from a municipal school in Bragança-PA. Data collection involved educational games, participant observation, and a field diary. Data analysis was performed through the organization of the data produced, sociodemographic characterization of the participants, and discussion of the emerging themes with authors in the field. The main results obtained indicate that, despite the difficulties due to the communication barrier faced by the students during the application of the educational games, it was possible to observe the building of bonds, cooperation among the participants, development of memory, logical-mathematical thinking, and learning of signs in Libras (Brazilian Sign Language). It is concluded that educational games, when well-prepared and appropriately applied to the corresponding age group, demonstrate pedagogical value, contributing significantly to the learning and development of deaf students in a pleasurable and playful way.Acesso AbertoJogos PedagógicosAlunas SurdasInclusãoEducational GamesDeaf StudentsInclusionCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil