PRÁTICAS PEDAGÓGICAS INCLUSIVAS NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA E NA EDUCAÇÃO DE JOVENS E ADULTOS: O JOGO DAS EMOÇÕES PARA ESTUDANTES SURDOS

Abstract

This study investigates the development of inclusive pedagogical practices in Professional and Technological Education (EPT) and in the National Program for the Integration of Professional Education with Basic Education in the Youth and Adult Education modality (PROEJA), focusing on the creation of teaching materials for the deaf community. The research aimed to understand how different pedagogical resources impact students’ learning and socio-emotional development, addressing challenges related to diverse profiles and educational needs. The main objective was to promote the recognition, expression, and understanding of emotions in deaf individuals through the use of flashcards integrated into the teaching of written Portuguese, stimulating emotional expression in Brazilian Sign Language (Libras) and textual production in Portuguese. To achieve this goal, a qualitative approach was adopted, combining literature review and field research, in which the Jogo das Emoções (Emotion Game) was applied in the classroom of the Didactic Material Development course, encompassing activities in two modalities: expression in Libras and writing in Portuguese. The analysis of the game’s application revealed significant contributions to teacher training and students’ socio-emotional development, demonstrating that playful materials and active methodologies promote meaningful learning, socialization, identity strengthening, and educational inclusion. It was observed that visual, interactive, and adaptable resources facilitated the recognition and naming of emotions, enhanced the understanding of Portuguese as a second language, and encouraged critical reflection, creativity, and pedagogical planning. It is concluded that the Jogo das Emoções constitutes an effective resource to integrate written language learning, socio-emotional development, and inclusive practices, strengthening the holistic formation of deaf students and encouraging teachers to develop innovative, accessible, and contextually appropriate pedagogical materials tailored to the needs of EPT and PROEJA.