Educação bilíngue para surdos na perspectiva dos estudos interculturais: possibilidades que incluem

Bilingual education for the deaf, recognized as a linguistic and cultural right, finds in intercultural studies an important theoretical basis to support the rethinking of pedagogical practices that respect deaf identity and culture and promote inclusion that goes beyond school integration.This article proposes a critical reflection on the interfaces between bilingual education and interculturality, defending the construction of an educational model that recognizes deafness as a difference and not as a disability.Based on authors such as Skliar (1998), Strobel (2008) and Candau (2012), the text discusses the limits and possibilities of an educational practice that values the linguistic and cultural plurality of deaf students, pointing out paths for an inclusive education based on recognition and equity.