Main Article Content
Multicultural perspectives in Brazil, in school curriculum or in social practices, are still seen in a dichotomized way. Sometimes they are presented in the folk form, limited to only commemorative days, and at other times, they are presented in a more critical and postcolonial perspective where the curriculum focuses on issues related to the construction of prejudice, discrimination and identities (Canen, 2012). This essay addresses the multicultural perspectives present in the education of deaf people, discussing how the school institution is an issue. It aims to identify the multicultural perspectives that present themselves in deaf education based on reflections of several authors who discuss multiculturalism in education and also in deaf education. Although there are concerns from a multicultural postcolonial and critical perspective deaf education offered by regular schools, is still in a long process of cultural transformation necessary for a new social positioning in which differences are recognized and respected. The bilingual education model for deaf people is needed a process involving the recognition of differences and political awareness on both the educational and social levels to begin.
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How to Cite
Navegantes, E., Kelman, C. A., & Iveniki, A. (2016). Multicultural perspectives in deaf education. Education Policy Analysis Archives, 24, 76. https://doi.org/10.14507/epaa.24.2237