Pedagogical strategies for teaching libras in the context of vocational education: challenges and perspectives in the technical training of deaf subjects

Abstract

 The effective inclusion of deaf people in the competitive labor market intrinsically depends on the quality, technical precision, and accessibility of the vocational education offered. This scientific article proposes an in-depth technical analysis of Libras teaching methodologies and pedagogical mediation strategies in industrial technical training environments, exemplified by trade and technology education institutions. The methodology relies on a critical bibliographic review and the systematization of teaching practices, correlating Brazilian inclusion legislation (Law 13.146/2015) with adapted andragogy theories and visual pedagogy. The study is structured into seven dense thematic axes, exploring everything from the curricular adaptation of complex technical terminologies to the strategic role of the educational interpreter in the practical learning workshop. It discusses in detail how the creation of technical glossaries in Libras and the use of assistive technologies act as vectors for knowledge retention and occupational safety. The results indicate that effective professional training requires a restructuring of teaching plans to contemplate the visuality of deaf culture, transcending mere literal translation. It is concluded that the specialist educator is the fundamental catalyst for the deaf person's professional autonomy.