Deaf Education in Brazil:Contexts, Challenges, and Perspectives

In: de Azevedo Fronza , C , Becker Karnopp , L & Tammenga-Helmantel , M 2019 , Deaf Education in Brazil : Contexts, Challenges, and Perspectives . in H Knoors , M Brons & M Marschark (eds) , Deaf Education beyond the Western World : Context, Challenges and Prospects . Oxford University Press , Oxford , pp. 343-360 . https://doi.org/10.1093/oso/9780190880514.003.0018

Abstract

Changes in the past two decades have improved the position of the deaf in Brazil: Brazilian Sign Language (Libras) is an officially recognized language, deaf children can go to school, and bilingual education is available to deaf students. However, many deaf children do not attend school, and enrollment rates in high school and higher education are low. Moreover, the language policy views of the Brazilian deaf movement and the Brazilian Ministry of Education do not align. The deaf movement pleads for bilingual deaf schools, whereas the Brazilian government follows an inclusion policy. This chapter presents an overview of the position of the deaf in Brazil and their participation in education, considering national deaf policy and its implications for and impact on deaf education. Teaching practices in bilingual education are discussed, and recommendations and challenges for Brazilian deaf education are considered.