Bilingual deaf education at LDB: a new conquest of the deaf movement

Abstract

This paper will be built upon reflections about Bilingual Education for the Deaf in relation to educational policy and linguistic; and it will aim at discussing the legislation to the education for the Deaf, Deaf Studies regarding Deaf activism. This article will deal with the actions taken within the Deaf policy idealized by FENEIS presenting of the new achievement of the Deaf movement: the bilingual education for the Deaf is now a teaching modality determined by the LDB. Based on these theoretical assumptions, this paper will make use of document will presents and empirical observations to presentig the main points of negotiation and the strategies to foster an educational and linguistic policy in view of implementation of inclusion that offers a pedagogical training to teachers that is based on the culture and identity of Deaf people and also on the linguistic uses throughout the whole schooling process; and to adjust of curricular guidelines to be made available after the new Law 14.191/2021. By doing theses analyses, we hope that bilingual education for the Deaf in LDB becomes a reality in teaching practices toward Deaf students and that it can be promoted and built in all educational offices and departments, favoring, thus, the true school inclusion, the educational structures needed, the appreciation of the Deaf culture, identity and language rights. Therefore, the basic curricular directives should be considered under a true bilingual perspective, promoting the basic principles for Deaf education: quality of teaching, access to knowledge and staying in school.