In Brazil, the rights of persons with disabilities are guaranteed by the Federal Constitution of 1988. From the late twentieth century, schools underwent a reiteration of the democratic space, promoting inclusion, which began to receive more attention with the Salamanca Declaration and the National Education Guidelines and Bases Act of 1996. Deaf people are people who have a hearing impairment, and who have their own identity, culture, history and language. Deaf education in Brazil began in the Imperial period, and in that same period the National Institute of Deaf Education (INES), which uses sign language, was inaugurated. Brazilian Sign Language (LIBRAS) is considered the second official Brazilian language since 2002, however, a considerable part of the population is unaware of it, including teachers, and thus can compromise the teaching-learning moment in schools. In the case of Science and Biology, the number of signals for scientific terms is scarce, and both teachers and interpreters are in a stalemate to promote knowledge of the deaf student. Based on this challenge, the present works aimed to list and analyze the pedagogical strategies used by teachers for the teaching of science and biology in deaf education in Brazil. For the purposes of this analysis, searches were made in portals and journals and 20 articles were selected, based on the criteria established to achieve the objectives of this research. The results showed that pedagogical practices that promote the use of the sense of sight, the creation of biological signs with deaf students, activities that use Portuguese language combined with LIBRAS and methodologies that use sociointeractionism, lead to the construction of scientific knowledge of deaf people which promote inclusion in society, increase the interest of these students in studying and decrease the rate of school lag. Thus, the linguistic uniqueness of deaf students must be considered, and pedagogical practices reevaluated.