The aim of this research is to understand how the interaction between a teacher and a deaf student takes place in a class in the early years of elementary school in a Brazilian school. To achieve this goal, a semi-structured interview and observation with a field diary were used. This is a qualitative, descriptive case study that analyses the subjects in their social context and the interactions that take place between them. The analyzed data showed that a good interaction between the teacher and the deaf student encourages and favours the deaf student's participation in classroom activities. It was found that the student participated in class, interacted with classmates and the teacher, and that Libras were used at certain times in class to expand the vocabulary of the listeners. Despite the challenges inherent in the Brazilian educational context, we have seen positive strategies being developed in a public school from an inclusive perspective.
Machado et al. (Tue,) studied this question.
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