This article discusses the production of videos in Brazilian Sign Language (Libras) and Colombian Sign Language (LSC), created by two Brazilian and one Colombian deaf individuals, containing spatial geometry tasks. The GeoGebra software is used as an Assistive Technology (AT) to support the tasks. The tasks were designed, developed, evaluated, and redesigned using the Lesson Study methodology by a group of teachers from two public schools in Mato Grosso. Additionally, studies on the themes were conducted in Narino, Colombia, in a Mathematics Degree Course, through partnerships between research groups from both countries. The goal is to use these videos as educational resources to support the inclusion of deaf students, especially in the early years of elementary school. It is also hoped that sign language interpreters will be inspired to produce videos, emphasizing other themes. The study highlights the importance of sign languages in education, their cultural significance, and the role of assistive technologies in supporting deaf students. The research also emphasizes the importance of collaborative teaching methods and the use of technology to enhance the learning experience for deaf students. The videos were produced with the participation of deaf students and teachers, and they were translated into both Libras and LSC. The study concludes that the use of videos in education can contribute to the inclusion of deaf students and support the development of teaching practices that are inclusive and culturally relevant.This article discusses the production of videos in Brazilian Sign Language (Libras) and Colombian Sign Language (LSC), created by two Brazilian and one Colombian deaf individuals, containing spatial geometry tasks. The GeoGebra software is used as an Assistive Technology (AT) to support the tasks. The tasks were designed, developed, evaluated, and redesigned using the Lesson Study methodology by a group of teachers from two public schools in Mato Grosso. Additionally, studies on the themes were conducted in Narino, Colombia, in a Mathematics Degree Course, through partnerships between research groups from both countries. The goal is to use these videos as educational resources to support the inclusion of deaf students, especially in the early years of elementary school. It is also hoped that sign language interpreters will be inspired to produce videos, emphasizing other themes. The study highlights the importance of sign languages in education, their cultural significance, and the role of assistive technologies in supporting deaf students. The research also emphasizes the importance of collaborative teaching methods and the use of technology to enhance the learning experience for deaf students. The videos were produced with the participation of deaf students and teachers, and they were translated into both Libras and LSC. The study concludes that the use of videos in education can contribute to the inclusion of deaf students and support the development of teaching practices that are inclusive and culturally relevant.