Poster:

This article presents the experience of using narratives with deaf and hearing students from the perspective of inclusion and hypermedia. The possibility of presenting the same instructional content in different languages composes differentiated discourses. Each type of narrative discourse can be perceived as more accessible or intelligible by some users and less by others. The method used was based on the Discourse Analysis proposed by Norman Fairclough, focusing on the syntax used by the participants and the turn-taking in Focal Group, with subsequent verification of learning. The study demonstrated limits of hypermedia in narratives and recommendations for its construction in inclusive Learning Management Systems. The narrative in hypermedia based on technical and dissertative argumentation prevailed over the other narrative genres as the preferred form of learning for the deaf and hearing.