This book analyses the visual mathematical practices produced by a group of deaf students at a state school in the Rio Pardo Valley region in the state of Rio Grande do Sul. For such an undertaking, I support myself in the studies of the school curriculum in its interlocutions with Ethnomathematics, where theoretical and methodological tools to analyze the material are found. The analysis is based on four workshops on the content of Fractions produced with a group of deaf students. The author is a Mathematics teacher of deaf students, so the essayist proposal is related to the involvement of the author with the theme of research in Bilingual context.