Abstract
ABSTRACT The text presents the result of an investigation carried in Guarani and Kaiowá communities, which aimed to survey and analyze the discourses that circulate among indigenous school education professionals about the differences of deaf students. The theoretical-methodological foundation approached the post-critical theory assumptions. Survey participants listed the barriers students face in accessing schools and accessing local and universal knowledge, including the languages used in their community. It presents arguments about the expansion of investigations and the use of emerging sign languages in those contexts may contribute to more adequate plurilingual teaching practices for indigenous deaf students.
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