EDUCAÇÃO BILÍNGUE DE SURDOS NO BRASIL: REVISÃO BIBLIOGRÁFICA DE UMA DÉCADA (2014-2024)

Abstract

This study addresses the theme of bilingual education for the Deaf community, contextualizing it within the legal, pedagogical, and sociocultural transformations that have shaped the Brazilian educational landscape over the last decade. Based on this panorama, the research seeks to answer the following guiding question: What is the current landscape of Brazilian academic production on bilingual education, and which aspects of this theme have been addressed in studies published between 2014 and 2024? Grounded in this problem, the general objective of the study is to analyze the panorama of Brazilian academic production on bilingual education for Deaf individuals from 2014 to 2024, aiming to understand trends, theoretical approaches, and contributions developed during this period. This objective unfolds into specific goals, such as: (a) mapping and identifying the main epistemic loci that discuss bilingual education for Deaf people in Brazil; (b) systematizing and categorizing academic production published between 2014 and 2024, considering its theoretical, methodological, and thematic contributions; and (c) relating the findings to legal frameworks, language policies, and the political movements of the Brazilian Deaf community, in order to highlight convergences, gaps, and tensions within this field. The theoretical framework draws on authors who discuss Deaf education, bilingualism, and Libras, including contributions from Campello and Reende (2014), who examine bilingual practices in Deaf education; Doziart (2012), who addresses linguistic policies and practices focused on bilingualism; Lodi (2014), who provides theoretical-methodological foundations for the bilingual model; Perlin (in Skliar, 2004), who deepens the understanding of Deaf identity as a central element of educational practices; and Quadros (2004), who discusses Deaf education and language acquisition in the bilingual context, among others. The study also incorporates legal references and official documents that guide Brazilian educational policies. To achieve the proposed objectives, the methodology adopted follows Severino (2007), with a qualitative approach and a bibliographic review of academic works published between 2014 and 2024. The research corpus was constructed using three descriptors “bilingualism,” “bilingual education for the Deaf,” and “Deaf education”, resulting in a total of 327 works, analyzed through Severino’s (2007) interpretative analysis. The results show that the survey conducted across the four selected loci (UFSM’s Revista Educação Especial, ANPEd’s GT15 - Special Education, PPGE-UFPB, and PPGED-UFCG), totaling 327 publications, demonstrated that only a small fraction effectively addresses bilingualism as an educational process, rather than as a peripheral theme linked to inclusion, Deaf culture, or communication barriers. This finding highlights trends, advances, challenges, and gaps in discussions surrounding bilingual education for Deaf individuals in Brazil during the analyzed period. Finally, the study concludes that the overall panorama reveals a field still in development, in which academic discourse advances more rapidly than school practice still marked by the shortage of bilingual teachers, the limited number of bilingual schools, the lack of adequate teaching materials, and unstable public policies. It also reinforces the relevance of bilingualism as a linguistic and pedagogical policy essential to strengthening inclusive and culturally meaningful educational practices.