Abstract

STREIECHEN, Eliziane Manosso; KRAUSE-LEMKE, Cibele; OLIVEIRA, Jáima Pinheiro de  and  CRUZ, Gilmar de Carvalho. Deaf pedagogy and bilingualism: points and counterpoints from an inclusive education perspective. Acta Scientiarum. Education [online]. 2017, vol.39, n.1, pp.91-101. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v39i1.26066.

The aim of this essay is to discuss the inclusion of deaf students in regular classrooms as the laws dictate, which is supported by an inclusive educational perspective. This is qualitative approach study with bibliographical survey according to the topic and the main documents of the deafness area from 2002, since the Brazilian Language of Signals (Libras) became official, through the Law 10436, until 2014, on the occasion of the 'Report on Linguistics Policies of Bilingual Education - Brazilian Language of Signals and Portuguese Language'. In this way, the article aims to present the perspective of inclusion of the Ministry of Education (MEC) and the deaf community, which are opposite. The methodologies of bilingualism and deaf pedagogy are shown as proposals respecting the linguistic and cultural differences among deaf students and, consequently, provide them with an effective process of regular education, whereas the inclusion of deaf students in regular classrooms, with the same methodological strategies, has resulted in an increasing number of illiterate deaf students unable to evolve in studies and in other aspects of life.

Keywords : deaf people; inclusion; bilingual school; deaf pedagogy.

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