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This study brings the experience report of deaf students in elementary school in a municipal school in the city of Rubiataba/Goiás aiming to discuss the acquisition of language in the interdisciplinary process of teaching-learning of the deaf person. It also focuses on understanding deaf education as a Human Right of social action, highlighting the relevance of interdisciplinarity in deaf education and expose the main methods that guide the teaching of Libras in language acquisition. The study is supported by the current legal contributions and the works of Quadros (2007, 2008), as well as the contributions of Fazenda (1998), Strobel (2008) and Freire (1998). The results indicate the need to develop pedagogical strategies to stimulate the learning of the Deaf student in an interdisciplinary way, thus enhancing the formation of social and communicative autonomy of the active subject in cultural scenarios that make them become recognized and respected for their cultural identity.

This work is an excerpt from the dissertation presented to the Master's Program in Teacher Training at the State University of Paraíba and continued in the doctorate by the Graduate Program in Language and Teaching at the Federal University of Campina Grande, aiming to develop an educational proposal for the Archive Municipal Public of Campina Grande-PB, through pedagogical workshops under the methodological perspective of Bakhtinian studies, taking into account the socio-historical and cultural context of discursive genres, found in the documentary collection and the cultural formation of teachers. The educational product developed during the master's research was based on the dissemination of the documentary collection, as well as on encouraging the ability to read through verbal and non-verbal texts from the activities carried out in the pedagogical workshops. With regard to the procedure and data collection, interviews were conducted (semi-structured and via Google Forms) with local officials and education professionals. In order to meet the proposed objectives, we resorted to the theoretical contribution of Bakhtin (2016; 2010), Di Camargo (2020), Faraco (2009) and the Bakhtin circle in dialogue, seeking to interact satisfactorily with the conditions of discourse and dialogical relationship of the most diverse genres found in the documentary collection, the locus of the research. It is concluded that the educational proposal developed served as a means of interaction between the archive, the teacher and the school, which in turn addresses themes involving cultural, economic and social aspects, contributing to the social and cultural formation of the subjects involved.

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