Bilingual education of deaf people and resistance in Deleuze and Guatarri

Abstract

This text aims to discuss the bilingual education of deaf people and their political-linguistic resistance, establishing a connection between French philosophy, using the ideas of Deleuze and Guatarri, with regard to the conceptual and creative action of the philosophy of difference, through bibliographical research. Relevant discussion for the inclusion and appreciation of linguistic and cultural diversity. In the context of bilingual education for deaf people, resistance refers to the movement and struggle to ensure the recognition and appreciation of sign language in educational institutions. Historically, deaf people have faced discrimination and marginalization in society, and this has also been reflected in the field of education. Resistance emerges as a response to these forms of exclusion and oppression. Deaf subjects have been fighting for their linguistic and educational rights, claiming the recognition and use of sign language as a fundamental right. Resistance seeks to challenge educational practices that prioritize oralization and disregard sign language as an effective means of communication for deaf people. It seeks to ensure access to inclusive education that values deaf culture, provides full acquisition of sign language and promotes the academic and socio-emotional development of deaf students. By facing the barriers and challenges imposed by the educational system, the resistance aims to overcome the deficient view of deafness, which considers deafness as a disability to be corrected, and to recognize sign language as a legitimate and appropriate language for communication and the learning of deaf people.