Introduction:

from the concept of different spaces (heterotopy) invented by Michel Foucault and the configuration of new fields of knowledge in deaf education, with the emergence of cultural perspective, this article aims to analyze pedagogical practices of bilingual teachers who work in different series in Libras (Brazilian sign language) as the language of instruction, in inclusive schools located in two municipalities of the state of São Paulo. The research is justified by the new configurations of bilingual educational perspectives for the deaf and also by the criticisms addressed by the deaf to the inclusive proposal when one does not pay attention to the linguistic and cultural specificities of these subjects.

Method:

it was a qualitative research with proposals of investigation of the routine of a classroom with different series of the school. We opted for the description and analysis of a scene from one of the bilingual inclusive classrooms of deaf people investigated.

Results:

bilingual rooms were shown as a space of resistance of the deaf through the militant action of bilingual educators.

Conclusion:

The article therefore intends to contribute with educators who also work with deaf students, constantly resist and seek new practices always considering the singularities of their students in the educational process.

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