SILVA, Ricardo DesidérioMEGDA, Eduardo Alberto2026-05-182026-05-182026-05-182026-03-10https://repositorio.unespar.edu.br/handle/123456789/985Teacher training policies have played a pivotal role in enhancing the professional qualifications of educators responsible for teaching Brazilian Sign Language (Libras), particularly within undergraduate licensure programs. However, significant challenges remain, particularly the scarcity of specialized methodologies and the absence of pedagogical practices that adequately meet the needs of pre-service teachers. In this regard, this interdisciplinary study—situated at the interfaces of Libras, Education, and Public Policy, within the concentration area Society and Development, under the research line Human Formation, Sociocultural Processes, and Institutions, and developed as part of the research project “Deaf Diversity and Inclusion”— aims to examine the training processes of teachers and education professionals concerning the learning of Libras, as well as the methodologies and pedagogical practices that support instructors who teach this language in undergraduate licensure programs. Grounded in the dialectical method, the study constitutes a qualitative and bibliographic investigation. The findings are expected to contribute to the formulation of more effective pedagogical strategies capable of equipping educators in a more comprehensive and inclusive manner. Moreover, the research may serve as a basis for future investigations that explore the continuous professional development of teachers and the impact of these practices on the quality of Libras instruction, thereby promoting a more accessible and equitable education for all students.Formação de Professores, Libras, Práticas Pedagógicas Inclusivas, Interdisciplinaridade.DissertaçãoInterdisciplinar