EDUCATION OF DEAF PEOPLE: INCLUSIVE SCHOOL VERSUS BILINGUAL SCHOOL

Abstract

ABSTRACT: Recently, mobilizations in practically all regions of Brazil are fighting for the defense of a quality education for deaf children, without discrimination of any kind. Such recommendations have resulted in recurring discussions between teachers and researchers in education. From this perspective the present article aims to discuss the school context of deaf students in inclusive school and bilingual school. Therefore, using the literature and normative documents, we seek to substantiate how it operates on teaching and learning of this public at school. The results indicate that although this theme have won spaces in public policies and debates among researchers and deaf communities, there is long way to go on in the inclusion of deaf students in mainstream schools. The inclusion walks in slow steps and does not attend all the needs of those involved. In this context, bilingual education is a proposal prepared by deaf people themselves, who attends their needs, in which is not yet effected. This is a new proposal for education and has been gaining ground in policies for education.