Brazilian education is still a universe under construction and deaf children are not
manage to fully develop their language, the Brazilian Sign Language - LIBRAS
is the first language of the deaf child, but where is she currently literate?. The school
must consider that the child's development and his superior mental functions are
directly linked to social interaction. But how does the process of inclusion of
deaf people in practice in schools. In order to understand the educational process, with
focus on the specificities and challenges of deaf and hearing children, this study aims to
understand the educational process, focusing on the specificities and challenges of children
deaf and hearing people, through qualitative research a bibliographical, documental and
of observation regarding the current laws that regulate education
brasiliera with a focus on schools that serve this diversity. The results found
were that, unfortunately, Brazilian education is lagging behind, there is no
conducive educational environment for the inclusion of deaf and hearing children that provide
quality interaction, which leads to the exclusion of deaf children from the system
educational. It is emphatic to say that bilingual education/bilingual school needs
urgently be applied, since education is a duty of the State and the right of every citizen
since the 1988 Constitution of the Federative Republic of Brazil and complemented by the law
of guidelines and bases published in 1996, thus contributing to the development of
all individuals.
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