THE REGULAR SCHOOL AND THE INCLUSION OF DEAF STUDENTS: SPACES, LANGUAGE, AND MANAGEMENT

Abstract

This article analyzes the challenges and possibilities of including deaf students in regular education, structured around the triad of space, language, and management. The objective is to discuss how the transition from the medical-therapeutic model to a socio-anthropological perspective requires schools to transcend formal integration in favor of bilingual and visual inclusion. The methodology is characterized as qualitative bibliographic research, based on authors such as Skliar (2015), Lodi (2014), and Quadros (2014, 2019), among others, articulating concepts such as architecture of visibility, linguistic conflict zones, and school de-hearingization (des-ouvinteização). The expected results point to the need to deconstruct structural hearing-centrism (ouvincentrismo) through democratic management that promotes co-planning between teachers and interpreters (TILSP), the visual reconfiguration of spaces, and the consolidation of Libras as the language of instruction. It is concluded that full inclusion depends on the transformation of the Political-Pedagogical Project into a territory of linguistic equity, where deaf difference is celebrated as a pedagogical potential rather than merely tolerated as a disability.