This research aims to find out how to place the power relations between speaking teachers of majority and minority language in bilingual education for deaf students in a regular school in Boa Vista - RR, as well as observe how these subjects relate, considering the different languages involved in this process, Poruguese and the brazilian signs language (LIBRAS). This study has become essential because of the need to know a little more the reality of bilingual education of deaf students in mainstream schools, providing, subsidies to the debate on this issue among educators and researchers, allowing reveal some moorings in these students' education that need to be analyzed. This is a qualitative interpretativist research which was carried out in the light of Applied Linguistics, through participant observation, records in field diary, semi-structured interviews with three teachers, a deaf student and the interpreter that supports this student in his class. Analyses revealed inequalities in relations between the subjects and, in particular, the exclusion of the deaf student in educational processes.
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