2025-11-042025-11-042025-10-08SANTIAGO, Lidia Jeane Ribeiro. Olhos que escutam: a ludicidade como ponte na mediação pedagógica do professor na educação de surdos. Orientador: José Ribamar Sousa da Silva. 2025. 29 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação, Campus Universitário de Bragança, Universidade Federal do Pará, Bragança, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/8791. Acesso em: .https://bdm.ufpa.br/handle/prefix/8791This article aims to analyze the pedagogical practices adopted by regular education teachers who work with deaf students, with the purpose of identifying the challenges faced in the school context and understanding the strategies adopted to ensure an inclusive teaching-learning process. The research is based on Brazilian legislation, such as Law No. 10,436/2002, Decree No. 5,626/2005, and Law No. 14,191/2021, and on authors who discuss deaf education, teacher mediation, school inclusion, and the organization of regular education in the face of differences, such as Quadros (2006) and Mantoan (2003). Through a bibliographic review, it investigated how educational games and playful resources favor conceptual understanding, autonomy, and engagement of deaf students, promoting inclusive practices by considering Libras as the first language and Portuguese as the second language. The results indicate that playfulness, integrated into school planning and mediated by teachers qualified in Libras, contributes to learning, access to knowledge, and the active participation of students in the school environment. However, the implementation of this proposal still faces challenges, especially related to the initial and continuing training of teachers and the implementation of educational policies that guarantee adequate institutional support. It is concluded that the use of playful strategies, articulated with the bilingual context and teacher mediation in Libras, enables the adaptation of teaching to the linguistic and visual specificities of deaf students, promoting access to school content, participation in activities, and interaction with the class, in accordance with the legal guidelines for inclusive bilingual education.Acesso AbertoEducação de SurdosMediação PedagógicaLudicidadeLibrasInclusãoDeaf EducationPedagogical MediationPlayfulnessLibrasInclusionCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil