Abstract
This theoretical work implied to discuss and problematize the existing inconsistencies between the conceptions about bilingual education that guide educational actions with deaf students and the proposals of teacher training to consolidate such actions in the inclusive education context. The systematization of bilingual education as provided by national legislation, under the auspices of current inclusive educational policy, raises dilemmas insofar as it seems to demarcate the mismatch between public policies and / or applicable legal provisions, the proposals for initial teacher training and the reality educational. The idea that the presence of the Brazilian Language of Signs (LIBRAS) in the deaf student learning environments (classes and schools) and in pedagogy courses would be sufficient to implement the bilingual approach is refuted. It examines the place of LIBRAS reflecting on its role in an effectively bilingual and inclusive proposal for deaf students.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
