Accordingto IBGE estimates, amongthe 207 millionBrazilianinhabitants, 5.1%
are hearingimpairedand1 million are youngerthan 19 yearsold. Butofthese 1
millionyoungstersanddeafchildren, howmanyhavehadtheopportunitynotonlyto go
toschoolbutalsotohaveaneducational background
thatrespectstheirspecificities?Thisstudyseekstoidentifywhicheducationalfactorsh
avemadetheeducational background ofdeafpeople in Braziltobechallenging in
regular schoolsthatadopttheproposalof inclusive education. In
ordertohighlightthesechallenges, I make theoretical approaches
onthehistoryofdeafeducation, as well as
therightofpeoplewithspecialneedstoeducation, bringingto light the reality
ofthedeafstudent in thepracticeof inclusive education. Basedonthese
approaches, I bringanaccountofexperiencethat I experiencedatan inclusive
school in Belém, where I hadtheopportunityto observe
thedailylivesofthreedeafstudents in thepracticeof inclusive education.The
studiesthroughthisworkevidencethatwhenreceiving a deafstudent,
theschoolneedsto assume anenvironmentthatensuresrespect for
thelinguisticdifferencesofthisstudent, for this, neednotonlyspecializedteachers,
orthepresenceofaninterpreter in theclassroom, but it isnecessaryto assume
theimportanceofworkingtoacquirethelanguageofthedeafstudent in signlanguage:
LIBRAS, respecting it as thenativelanguageofthedeaf, and for this,
theparticipationofbilingualteachers, deafandofthedeafcommunity. Andfromthis
perspective, schoolsthat assume a
philosophyofbilingualeducationdemonstratethemselves as a
betteralternativetoguaranteethisspace.
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