BILINGUAL EDUCATION FOR DEAF STUDENTS IN BRAZIL: EDUCATIONAL POLICIES AND CHALLENGES FOR IMPLEMENTATION IN BASIC EDUCATION

Abstract

Bilingual education for deaf students in Brazil represents a historical achievement associated with the recognition of the linguistic, educational, and cultural rights of the deaf community. This study aimed to analyze the main challenges to implementing bilingual education for deaf students in Brazilian basic education. To this end, a bibliographic and documentary study was conducted using a qualitative and quantitative approach, based on the analysis of academic publications, legal documents, and data on the distribution of bilingual schools throughout the country. The results revealed significant advances in the legal framework, particularly through the recognition of Brazilian Sign Language (Libras) under Law No. 10,436/2002 and the regulation of bilingual education under Law No. 14,191/2021. Nevertheless, obstacles persist, including a shortage of qualified teachers, regional inequalities in the availability of bilingual schools, and difficulties in implementing public policies. It is concluded that consolidating this educational modality depends on coordination among legislation, specialized teacher training, accessible teaching resources, and the active participation of the deaf community, ensuring respect for Libras, deaf culture, and the right to learning.