Protocol for a Systematic Mapping: Pedagogical Practices for Teaching Portuguese Language to Deaf Students through Bilingual Education and Universal Design for Learning (UDL)

Background: Historically, Portuguese language teaching for deaf students in Brazil has been guided by clinical-oralist models that neglected Brazilian Sign Language (Libras). Although bilingual perspectives have advanced, there is a significant gap in the systematization of pedagogical practices that utilize e Universal Design for Learning (UDL) as a planning framework to create inherently accessible and multimodal educational products. Objective: This systematic mapping aims to analyze and categorize pedagogical practices for teaching written Portuguese as a second language (L2) to deaf students in basic education, integrating UDL principles and bilingual education. Methodology: The protocol follows the PRISMA 2020 (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Searches will be conducted in national databases (BDTD, CAPES, SciELO, Google Scholar) and international databases (Scopus, Web of Science, ERIC, PsycINFO). The selection involves studies published between 2016 and 2025 in Portuguese, justified by the specificities of Brazilian legislation (Decree Nº 5.626/2005 and Law Nº 14.191/2021). Data Analysis: Screening and duplicate management will be performed via the Rayyan platform. Methodological quality will be assessed using the Mixed Methods Appraisal Tool (MMAT), version 2018. Data extraction will focus on identifying UDL principles: multiple means of engagement, representation, and action/expression within the identified educational products. Keywords: Portuguese Language; Deaf Education; Bilingual Education; Universal Design for Learning; Educational Product.