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The present article discusses education, digital literacy and inclusion in the learning process of deaf students in the North region, more precisely in the city of Belém. The precept of the investigation is that knowledge goes beyond the school universe and includes skills, experiences and diverse skills that are inserted in informal education. The importance of the theme comes from an intense investigation of the literacy processes that took place during the research, offering valuable contributions to the education of deaf students. The objective of this study is to analyze the emergence of the reading and writing process from digital literacy, having as main theorists Xavier (2007), Kress (2013), Freire (2014), and others. The methodological procedures used were bibliographic review and participatory research with a qualitative approach, carried out in two phases, as Trivinos (1987) guides us. In the first phase, a script of exercises to observe the literacy skills that the students had was made. In the second, text workshops using WhatsApp were carried out. Six deaf students cooperated with the study; they were from the 5th grade of elementary school in a public school on the outskirts of Belém city, and the ages were between 12 and 15 years old. As a conclusion, it was witnessed the advance in the written language, contributing significantly to the literacy process of these students. Thus, in contrast to the numerous processes of exclusion, and unequal practices of the reality of these young deaf people who are in public schools. [ABSTRACT FROM AUTHOR]