By working with a Dictionary of Historical Concepts in History classes, we address not only the inclusive and bilingual process implicit in it, but also the perspectives
of deaf and hearing students, fostering, based on individuality, a collective identity. We base this study on the action research method, where we present points of observation that encompass everything from the elaboration of lesson plans to the application by students and the records of their self-assessments. We start from the premise that, since the Dictionary of Historical Concepts is the source and at the same time the final product of this research, it also has a social function, since
we will share this product with other History teachers and students.
