2023-02-012023-02-012020-12OLIVEIRA, Quintino Martins de; FIGUEIREDO, Francisco José Quaresma de. O processo de ensino-aprendizagem de português escrito para surdos em sessões de tandem. Revista Linguagem & Ensino, Pelotas, v. 23, n. 4, p. 1179-1203, out./dez. 2020. DOI: 10.15210/rle.v23i4.18511. Disponível em: https://periodicos.ufpel.edu.br/ojs2/index.php/rle/article/view/18511. Acesso em: 20 jan. 2023.e- 1983-2400http://repositorio.bc.ufg.br/handle/ri/21847This paper aims to analyze the interactions between hearing and deaf students, to verify the strategies the hearing participants used to assist the learning of written Portuguese by the deaf, during face-to-face tandem sessions, as well as to obtain the perceptions of the deaf about their participation in these sessions. It is a qualitative research method, and the data were collected in three tandem sessions, in the first half of 2017, through video recordings of these sessions, as well as interviews with the deaf participants. The results indicate that the interactions enabled the deaf participants to learn written Portuguese effectively when the hearing participants used visual aids that facilitated this process. In contrast, the use of oralization and gestures by the hearing participants, when communicating with the deaf, made this process difficult. We conclude that the tandem approach, widely used with oral languages, is also favorable in the teaching-learning process of Portuguese for the deaf.porAcesso Abertohttp://creativecommons.org/licenses/by-nc-nd/4.0/Aprendizagem colaborativaPortuguês para surdosEnsino-aprendizagem da escritaPortuguês escritoAprendizagem de línguas em tandemCollaborative learningPortuguese for the deafTeaching/learning of writingWritten PortugueseTandem language learningArtigohttps://doi.org/10.15210/rle.v23i4.18511