Proposta de um glossário de LIBRAS para o curso de Educação Física/PARFOR-Patos, Paraíba

The article presents a proposal for a LIBRAS glossary designed for the Physical Education degree course at PARFOR/UEPB, Patos-PB campus, aiming to promote the inclusion of deaf students in higher education. This qualitative and intervention-based research emerged from a practical experience with a deaf student and involved teachers and undergraduates. The glossary compiles signs related to technical and everyday terms in Physical Education, enhancing communication between deaf and hearing individuals and strengthening bilingual practices in academia. Results revealed a lack of teacher training in LIBRAS and an excessive reliance on interpreters. Most participants acknowledged the glossary’s pedagogical value, emphasizing its importance for learning processesand the social integration of hearing-impaired students. The study concludes that developing discipline-specific glossaries is an effective inclusion strategy and contributes to accessible and democratic education.