The teaching of biology in Brazil is characterised by a predominant expositive methodology and, in addition, in the case of the deaf, there is no specific teaching material. This objective study then produces and analyses a didactic sequence of histology, using the design of Hybrid Teaching for the deaf, in inclusion classes, taking that methodology as a contribution to the teaching and learning process of other students in the inclusive class. The methodology consisted of developing histology content, using Hybrid Teaching with research activities, Digital Educational Objects (EDO): webquest, sway ® and Kahoot ® and self-assessment. 61 listeners and one deaf of the 1th year of Middle Education of a Paraná State College were involved. Students actively participated in all activities, and the inclusion of deaf people was put in place by enabling access to bilingual materials and activities that promoted the construction of histology knowledge.