The central concern in this thesis is in the literacy of deaf students, which led to the consideration of the constitution of thought through signs and its possible socially constructed meanings. It is focused on the attempt to fill the gap pointed by Lebedeff (2010) on which would the pedagogical practices be from the discursive need of the visual experience of deafness and to which visual literacy events these discourses refer to. The specific objectives of the research were: 1. To identify the characteristics of the pedagogical practices of the deaf instructors acting in pilot schools of bilingual education in the city of Rio de Janeiro; 2. To analyze the interrelationships between the pedagogical practices of the deaf instructors with visual literacy or the use of resources supported by images. 3. To describe the pedagogical practices negotiated with the teacher (listener) together with the deaf instructor. However, we found out that are other practices that are occurring in the face of these factors such as the strong autobiographical tendency of the deaf individuals, expressed by the construction of deaf narratives in their own language, which involves not only sign language or written language (Brazilian Portuguese). To understand the negotiations of meaning, we set out to the language of interactions, which is a key factor in understanding the communication and sociability; these are realized not only by means and media, but also mediated by interpretations, desires and conflict. Given this perspective we considered that the deaf individuals are in a process of ritual imbalance and we approached games of interaction in a Goffman language (1981, 1985, 1988, 2011). We were motivated to address this complex panorama, in research, in regular schools where successive methodological steps were validated: 1 Knowledge of architectural, human, and technological context of the schools; 2 Presentation of bilingual education for the director and pedagogical coordinator; 3 Monitoring of resource rooms, in order the research, to document two teachers (deaf and hearing) through the records on film (movie); 4 Construction of continuing education material from the photo editing and filming for training with the deaf instructors, sign language interpreters and teachers of resources rooms; 5. Bilingual Education Annual meetings arranged for 400 to 600 participants. The research also involved some steps as: equip the rooms with resource materials relevant to deafness; continuing training for teachers, deaf instructors and deaf sign language interpreters; offer continuing education courses in sign language. Outlining three styles of curricula: a. Lecture in sign language with the more traditional use of presentation of subject or theme with incremental images; b. Computerized lesson in sign language with the use of other media like comics, cartoons, games and representations; c. Dramatized lesson in sign language with the use of scenic resources. Whereas basic didactic perspective assumes teaching-learning process in its multidimensionality, i.e. the political, human and technical aspects, as indicated by Candau (1983, 2012a), it was part of the purpose of this action-research to comprehend it along with some of the Deaf Instructors of the sign language: the lesson styles and the resources used by 12 Deaf Instructors. They are those who managed to promote sign language and deaf culture, with greater effectiveness, as the largest investment of resources in pilot schools of Bilingual Education in the Municipality of Rio de Janeiro. The effort of analysis is justified and especially the cataloging of the artifacts found in the public municipal schools of Rio de Janeiro - core of this thesis - in which the background is nonetheless deaf narratives, but not holding on to them, but to the art of deaf individuals and some listeners in creating means, resources, pedagogical practices that create other approaches to teaching and learning towards a teaching of the deaf invention.