Abstract
In this paper, we discuss the education of the deaf in relation to mathematics education. We present an approach guided by cultural studies, specifically from the critical multiculturalism. First, we analyze how, throughout history, the education of deaf people resulted in the inferiority of the deaf culture knowledge. In a second time, we emphasize that it is important to think about mathematics education for deaf people in order to provide a multicultural dialogue because deaf people have their own Ethnomathematics; we believe that this approach is important to prevent that happening again in education of deaf people historical mistakes that led to the imposition of one culture over another. Finally, we discuss the relevance of narrative studies as a research tool, because it can evidence knowledges that were considered inferior over time, as happened with the knowledge of deaf culture.
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