Reflections on deaf education in our contemporaneity: libras as the language of the school

Abstract

Currently we are dealing with many changes in the education of the deaf and one of them is bilingual education for the deaf being defined as a modality in the Law of Directives and Bases (LDB) alongside special education no longer part of it. This modality is defended by deaf subjects and researchers based on the bet that the deaf have a linguistic difference, thus escaping the model of disability in the definition of their target audience. This article aims to think about the place of languages ​​in bilingual education for the deaf and for that we start from the following question “how do we think of Libras as a school language?” In order to make these reflections, we will discuss bilingual education as a “desire for reality” as pointed out by Larrosa (2008) as well as we ask ourselves if Libras as a school language is alienating or emancipating from Masschelein and Simons (2017). Finally, we defend an educational language in the education of the deaf with Biesta (2013) based on three notions: unfounded trust, transcendental violence and responsibility without knowledge.