Collaborative teaching is a pedagogical method that seeks to promote the active and equal participation of all students in the classroom, regardless of their abilities or limitations. In the context of teaching Portuguese as a second language (L2) for deaf people, the use of collaborative teaching can be extremely beneficial. The L2 Portuguese language literacy process for the deaf involves the development of reading, writing, listening and oral expression skills of deaf students. In this process, collaborative teaching is efficient,as it allows deaf students to interact with other classmates, sharing experiences and knowledge. Furthermore, collaborative teaching allows the exchange of information between students, encouraging the collective construction of knowledge. In this way, deaf people are inserted into an inclusive learning environment, in which they can feel like an integral part of the class and develop their language skills more effectively. To ensure the success of the L2 Portuguese language literacy process for deaf people through collaborative teaching, it is essential that the teacher is qualified and prepared to deal with the specific needs of these students. He must use appropriate teaching strategies and adapt teaching materials, ensuring accessibility and understanding by deaf students.In the Brazilian educational context, in which the implementation of inclusive education principles is legally guaranteed, it is urgent to investigate the educational realities in which deaf students are inserted. Due to hearing loss and the way educational proposals are structured, deaf people face many challenges in the process of their schooling. Due to the need to develop a bilingual education, Portuguese teachers working in regular classes tend to present difficulties in terms of arrangements, instructional procedures, activities, forms of evaluation and adequacy of content that effectively guarantee the participation and qualified learning of students. deaf. The present study seeks to analyze collaborative teaching as a methodological strategy for working in partnership in the teaching of Portuguese for the Deaf, aiming at inclusive pedagogical practices that meet the needs of deaf students. The research will be developed according to the bases of the qualitative approach (BOGDAN, BIKLEN, 2018), as the monitoring of an educational phenomenon, in which the researcher will function as a collaborator in the process together with Portuguese Language teachers who work with deaf students. As a foundation, the type of collaborative research will be adopted, consistent with the proposal to implement collaborative teaching: in which the specialist teacher works in partnership with the common teacher (RABELO, 2012). The study will be developed in a public school in the State of Maranhão, in the city of Balsas, high school classes from 1st to 3rd year in the multifunctional resource room that offers specialized educational service to students. It is hoped with this study collaboration strategies that can be analyzed scientifically and that the effectiveness of this model of working in partnership, can contribute with other experiences and evidence its contributions to the process of schooling of the deaf in High School. With the results of the intervention study in the educational reality, it is expected to contribute with directions in the pedagogical practices of the municipality participating in the research.

This dissertation is situated in the field of educational public policies, focusing on public policies for Special Education in the Inclusive Perspective. It takes as object of study the Educational Policy of the Municipality of Porto de Moz/PA. The research problem is defined as follows: how are Public Policies on Special Education taking place in the Perspective of Inclusive Education, in the Municipal Network of Porto de Moz/PA? In this sense, the main objective is to analyze the educational policy of the city of Porto de Moz/PA, focusing on special education from an inclusive perspective. This is a qualitative research, carried out through bibliographical research that enabled the development of the state of the art, based on research and document analysis, due to the wealth of information extracted and rescued from the documents, to understand and justify the policies analyzed. In this perspective, given the complexity of the subject, it was decided to use Stephen Ball's Theoretical-Methodological Approach to the Policy Cycle as a public policy analysis tool The authors adopt a post-modern orientation in the area of educational policies. Thus, they understand that there is a continuous cycle formed by three basic contexts: the context of influence, the context of text production and the context of practice. This research was based on authors who address the theme presented, such as Brito Neto (2018), Pires (2008), Glat (2007), Saviane (2003), Zulian and Freitas (2001), as well as the readings of Ball (2002), Mainardes (2006), Mainardes and Marcondes (2009) on the Policy Cycle Approach. The results show the influence of national documents in the context of production of the analyzed official texts, as well as the lack of productions, justified by the absence of the Municipal Council of Education, it was also observed the need for a more comprehensive understanding of the analyzed documents. Aspects such as teacher training, understood here as public policy, were also investigated, demonstrating the themes addressed, as well as the existing gaps in this process. The study corroborated to show that the educational policy in the context of practice is resignified, understanding that in the municipality the policy of special education in the inclusive perspective is still in the process of implementation and consolidation. The research also found the need to build a municipal policy for this aspect, considering the local reality, with effective alternatives for school inclusion, whether in aspects related to supply, as well as the conditions of permanente and school success of the Target Public of Education Special. As an Educational Product proposal, this research aims to present in the form of an Exhibition Panel, as well as an informative insert Indicators from the research carried out, which may contribute to the consolidation of the Special Education Policy in the Inclusive Perspective in the municipality of Porto de Moz / PA.

The purpose of this paper is to understand the contribution of inclusive policies and practices based on the reports of teachers at a rural school in the municipality of São João do Araguaia - Pará, in order to produce formative dialogues. The research problem is centered on the following question: What are the limits and possibilities of inclusive policies for students with disabilities based on the reports of teachers at a rural school? The work has a qualitative approach and we opted to carry out field research, as this allows us to explore issues in greater depth. The methodology also included document analysis and the technique of oral reports, using Bardin's (1977) content analysis. The theoretical contribution is based on authors such as Caiado, Gonçalves, and Sá (2016), and Freitas (2020), who analyze the index and quality of education offered to students in rural schools; Lopes et al. (2016), Caiado, Gonçalves, and Sá (2016), and de Freitas (2020), who defend teacher training for the collective construction of inclusive rural education; Melo (2018), Rocha, Sardo and Silva (2019), who analyze the performance of rural school teachers, taking into account the principles and public policies of rural education and inclusive education; among other authors who enhance the debate about the schooling of people with disabilities in rural schools. Through the narratives of teachers from the 1st to 5th grades of elementary school in a rural school, it was possible to get an idea of how the municipality has been developing strategies based on educational policies to offer inclusive education to students with disabilities. Despite the fact that the municipality, together with the Department of Education, has taken initiatives to advance education, it can be seen that the education system has had little discussion of inclusive public policies at municipal level, and that this gap makes the teachers' pedagogical work in the school environment fragile. One of the factors cited by teachers to emphasize this gap is that there is no ongoing training in the municipality to strengthen the capacity of educators in the school system to improve their teaching. It can be concluded that, with the municipality's current political organization format, effective inclusive education is not being offered to students with disabilities, since structured teaching has not considered the need for planning based on public policies, nor is there a policy that is designed to even the reality of rural dwellers. Thus, inclusive education is not yet a reality in the municipality.

This research aims to investigate the processes of educational inclusion of deaf students enrolled in common rooms of Youth and Adult Education, in the context of an elementary school unit of the Municipal Education System in the city of Marabá/PA. It also sought to answer the question of how the Municipal Education System of Marabá/PA has been organizing Special Education services to support the inclusion of deaf people in Youth and Adult Education. In order to support this investigation, reflections were made on the process of social and educational inclusion of people with disabilities as part of a reflective trail on the education of the deaf. This trail was theoretically based mainly on texts by Skliar, Gesser, Strobell, Cardoso, Fernandes, Schlesener, Mosquera, Possa and Pieczkowski. Finally, we discuss Youth and Adult Education, the peculiarities of students and the possibilities of inclusion in this modality, based on the references of Junqueira, Souza, Siqueira, Guidotti and Freire. The investigative process presents methodological foundations of the participant research, outlining itself as a case study, the data analysis was carried out using thematic analysis methodology, providing opportunities for the knowledge of the researched reality, which revealed the existence of two teaching modalities, with little articulated actions for the deaf student, with shortages in the continuous training of teachers and the need to adopt new strategies for the construction of inclusive practices.