出版社：Grupo de Pesquisa Metodologias em Ensino e Aprendizagem em Ciências
摘要：The current inclusive school curriculum permeates the regular education schools, which provides political-pedagogical reflections to discuss the educational universe of the Deaf since the linguistic identity differs from the oral-auditory modality. Our goal is to address the inclusive school curriculum for the Deaf and discuss the struggle of the deaf community against this curriculum hegemony. This is a theoretical work, supported by the light of authors and researchers who provide the opportunity to build knowledge, dialogue, and criticism against the current and recurrent model of education, ideologies, and practices to the Deaf student. This work arose through the discipline "Conceptions and Curriculum Guidelines in Science", of the Academic Master's in Science Education in the Amazon, of the Amazonas State University. Studies that deal with the inclusive school curriculum, and especially about understanding the educational specificity of the Deaf, may have subsidies that contribute to the deconstruction of the current model of inclusive education, thus providing the construction for a differentiated education and that really contemplates the visual modality of the Deaf student. We argue that bilingual education and deaf curriculum is the type of education needed by the deaf because it focuses on a proposal that embraces the specificities, culture, language, and history of the deaf people and community, truly promoting the development of individual citizens, by giving them the right to really be and be part of a space wherein encounter with their fellows and with a community build Deaf identities and consciousness.
关键词：Deaf;Retake;The Hegemony of the Listener;School Inclusion;Teaching.
