Santos, Marcos Roberto dosMaia Júnior, Gilberto de Araújo2024-04-042024-09-062024-04-012024-04-042024-02-21https://ri.uea.edu.br/handle/riuea/3114Policies for the education of the deaf have grown significantly in Brazil in all areas of knowledge. This makes it necessary for Physical Education classes in regular schools to be accessible and inclusive for deaf and hearing people. Therefore, this research has the general objective of analyzing the experiences and methodologies used by the deaf academic of the UEA Physical Education course during the supervised internship, in the light of autobiographical narrative research, as well as proposing adapted activities for the inclusion of deaf and hearing students. in discipline. To this end, a presentation of current educational models for the deaf was made; survey of legislation on the education of deaf students in the context of inclusive education; reflection on teaching practices in Physical Education classes in the context of common education and; discussion of linguistic accessibility ideas for deaf people in Physical Education classes. Studies on deaf education by Góes (1999), Strobel (2007), Santos (2017) and others were used. Furthermore, official documents such as legislation on Libras and Deaf Education were used. This is a narrative research, qualitative in nature and its data generation technique is the autobiographical letter. The theoretical-analytical framework is Content Analysis. The data point to the need to reflect on the pedagogical praxis of deaf and hearing teachers so that they can use adapted activities that include deaf and hearing people in classesAcesso AbertoNarrativa autobiográficaAcadêmico surdoLivrasEscola inclusivaInclusive schoolTrabalho de Conclusão de Curso