2026-08-102026-08-102026-07-22LOBATO, Wevellyn Kethelyn Pinheiro. A afetividade nas interações comunicativas em LIBRAS no contexto universitário. Orientador: Raimunda Dias Duarte. 2026. 41 f. Trabalho de Curso (Licenciatura em Letras – Língua Portuguesa) – Faculdade de Ciências da Linguagem, Campus Universitário de Abaetetuba, Universidade Federal do Pará, Abaetetuba, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9877. Acesso em:.https://bdm.ufpa.br/handle/prefix/9877Communication in Brazilian Sign Language (Libras) within higher education is essential for the academic, social, and cultural participation of deaf students, as it directly influences learning, a sense of belonging, and the development of interpersonal relationships. Understanding how affectivity is expressed in these interactions is crucial for reflecting on inclusive pedagogical practices and on the conditions that foster the retention of deaf students in higher education. Accordingly, this study aims to investigate how affectivity is manifested in communicative interactions mediated by Libras in university classrooms and how these manifestations influence pedagogical relationships, student participation, and the inclusion of deaf students. The relevance of this study lies in the need to broaden discussions on linguistic accessibility and academic inclusion by recognizing Libras as a visual-spatial language composed of manual and non-manual features, including facial expressions, body movements, and other expressive resources that contribute to meaning-making in interaction. This qualitative study adopts a descriptive-interpretive approach and is based on a single-case study conducted with an undergraduate student enrolled in the Language and Literature (Letras) program at the Federal University of Pará (UFPA), Abaetetuba Campus, Brazil. The theoretical framework draws on Pragmatics and socio-interactional approaches to language, based on Soares (2024), which conceptualize language as a situated social practice. Discussions on the relationship between affectivity and educational processes are supported by Rodrigues et al. (2021) and Medeiros (2017). The analysis of the expressive resources of Libras and non-manual markers is grounded in Gomes (2018) and Almeida (2010). Emotional manifestations in social interaction are examined through Scarantino's (2017) framework of Affective Pragmatics, while pedagogical mediation, second-language teaching, and relationships within the deaf community are discussed based on Dias (2014), Souza et al. (2021), and Ferreira (2010). Data were collected through a semi-structured interview with audiovisual recording, field notes, and an affective indicators protocol, considering the linguistic, bodily, and contextual dimensions of interactions in Libras. The findings indicate that affectivity plays a significant role in communication and in the relationships established within the university environment, contributing to stronger interpersonal bonds and greater academic engagement by the deaf student. Two distinct patterns of affectivity emerged from the analysis. On the positive side, institutional and interpersonal support, recognition of Libras and Deaf culture as legitimate, and appreciation of the student's identity promoted communication, participation, and a sense of belonging. Conversely, negative affective experiences included feelings of exclusion arising from group dynamics and inaccessible teaching materials, demotivation caused by pedagogical practices that overlooked the student's specific needs, and insecurity regarding participation and content comprehension. These negative experiences reveal attitudinal barriers that, although often unintentional, may hinder the student's academic trajectory. Overall, this study contributes to ongoing discussions on inclusion in higher education by emphasizing the importance of academic environments that value Libras and acknowledge the sociocultural specificities of theDeaf community.Acesso AbertoLibrasAfetividadePragmática afetivaInclusãoEnsino superiorAffectivityAffective pragmaticsInclusionHigher educationCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALTrabalho de Curso - Graduação - MonografiaAttribution-NoDerivs 3.0 Brazil