(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-12-19) Sousa, Andressa Bonfim de
This study examines playful and experimental pedagogical strategies in Chemistry teaching, focusing on the inclusion of deaf students. It consists of a qualitative, descriptive literature review that investigates educational practices grounded in visual resources, games, and adapted experiments. The analysis of recent academic productions highlights initiatives aimed at overcoming communicational and cognitive barriers faced by students with hearing impairments. In addition, pedagogical materials were proposed, such as the experiment on homogeneous and heterogeneous mixtures, the inorganic functions game, the infinity cube on colligative properties, and the bilingual organic puzzle, designed to address limitations identified in the literature. Findings indicate that the use of visual methodologies, low-cost materials, and educational games contributes significantly to the comprehension of chemical concepts by deaf students. The study concludes that such strategies, combined with continuous teacher training and institutional commitment to inclusion, are essential for ensuring equitable and meaningful learning.