2026-03-092026-03-092026-02-27SILVA, Vitória Samantha Conceição da. Metodologias no ensino de Geografia para pessoas surdas na Educação Básica: narrativas docentes. Orientador: Gabriel Matheus Lucena de Souza. 2026. 28 f. Trabalho de Curso (Licenciatura em Geografia) – Campus Universitário de Ananindeua, Universidade Federal do Pará, Ananindeua, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9297. Acesso em:.https://bdm.ufpa.br/handle/prefix/9297This research is based on the assumption that Geography, as an essential curricular component for the development of critical thinking and world awareness, requires pedagogical practices that consider the linguistic, cultural, and sensory specificities of deaf students. It aims to analyze the methodologies used in the teaching of Geography to deaf individuals in basic education, based on the narratives of teachers who work in this educational context.The study is grounded in the bilingual education perspective, recognizing Brazilian Sign Language (Libras) as the first language (L1) of deaf individuals and Portuguese, in its written modality, as the second language (L2), in accordance with current legal guidelines.This is a qualitative research study with an exploratory and descriptive approach, conducted with Geography teachers working in public schools in Belém do Pará, including specialized institutions and mainstream schools that serve deaf students. Data were produced through semi-structured interviews, enabling the construction of teaching narratives about methodological practices, challenges faced, and strategies used in the classroom. Data analysis was carried out using content analysis, seeking to identify categories related to visuality, the use of teaching resources, pedagogical mediation, and the articulation between the teacher and the Libras interpreter (when this professional was present).The results show that visual methodologies, the use of maps, images, models, digital technologies, and practices contextualized to students’ daily lives significantly contribute to the geographical learning of deaf students. It is concluded that continuous teacher education and the strengthening of inclusive practices are fundamental to consolidating an accessible, critical Geography teaching committed to bilingual education.Acesso AbertoEnsino de GeografiaEducação de surdosPráticas pedagógicasGeography teachingDeaf EducationPedagogical practicesCNPQ::CIENCIAS HUMANAS::GEOGRAFIA::GEOGRAFIA HUMANA::GEOGRAFIA DA POPULACAOTrabalho de Curso - Graduação - ArtigoAttribution 3.0 Brazil