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    Letramento bilíngue de estudantes surdos por meio do gênero textual postagem em redes sociais
    (Universidade Estadual do Norte do Paraná, 2026) WENCESLAU, Éverton Bernardes; Fernandes, Sueli de Fátima; Storto, Letícia Jovelina; http://lattes.cnpq.br/0743245285126825
    This research addresses the bilingual literacy of deaf students through the textual genre of social media posts, considering the Brazilian Sign Language (Libras) as the language of instruction for these students and written Portuguese as their second language. In this regard, it is recognized that there is a need to expand pedagogical practices that respect the linguistic, cultural, and visual specificities of deaf individuals within educational contexts. Therefore, the objective of this study is to investigate the pedagogical potential of the educational product Workbook of Activities: Working with the Textual Genre of Social Media Posts based on teachers’ perceptions. Methodologically, the research is characterized as qualitative and applied in nature, developed within the context of a professional doctoral program. Data collection and analysis included institutional documents, theses, educational products, implementation records, and participants’ evaluations, organized through systematic procedures of categorization and interpretation. The theoretical framework of this study draws especially on the works of the following authors: Magda Soares (1998, 2004, 2020); Ronice Müller de Quadros (1997, 2006, 2019); Ana Claudia Balieiro Lodi (2013, 2018); Sueli Fernandes (2006, 2011, 2017); Luiz Antônio Marcuschi (2003, 2005, 2008, 2010); Karin Strobel (2006, 2008, 2009); Audrei Gesser (2009); and Carlos Skliar (1997, 1998). The results highlight that, from the participants’ perspective, the textual genre of social media posts, when mediated in Libras and articulated with visual and multimodal resources, can foster meaning-making, authorship, and the active participation of deaf students in academic reading and writing practices. Furthermore, it was found that the pedagogical use of this genre has the potential to shift normative approaches to writing by prioritizing communicative function, genre appropriateness, and the bilingual trajectory of deaf individuals. It is therefore concluded that the textual genre of social media posts, according to the participants, constitutes a strategy for the bilingual literacy of deaf students by promoting more inclusive and critical teaching practices aligned with contemporary demands.