Diálogos sobre a escola e a educação bilíngue Libras/Português

I present in this study, initially, the constitution of the bilingual education project of the Instituto Federal de Santa Catarina, Unity So Jos. From this context, I analyze how a group of deaf students of the Course Bilingual High School and listeners students of a common class of high school mean the school and how they perceive the different one to their group. Data were obtained through interviews with four deaf and four hearing students. In the case of deaf students, we had the participation of the interpreter of sign language. All interviews were videotaped and conducted individually with each subject. For the treatment of data was performed thematic analysis of transcripts from the interviews. We defined the following thematic categories: School and study-for what?; Image of the teacher ;Design about deafness, the study in the same class and interaction with the listener. Theoretically discussions of the data were performed considering the cultural-historical conception of language, Foucault's concepts of disciplinary power and rule in relation to the mechanisms of creation of the normal and, consequently, the excluded. The results indicate that, from the stand point of the student, the school is understood as a normative institution, but at the same time as a place of humanization. While to the hearing students the school is perceived as an area of discipline and a mandatory and necessary step to certificate to the world of work, for the deaf students the school, which adopts a bilingual proposal, represents a place where they can look themselves as human beings who share a common and lively language, a factor necessary for the process of subjectivation and to the feeling of being part of a broader community than the family itself.