Deaf Education and Bilingual Proposal: activation of new knowledge from the perspective of the philosophy of difference

Abstract

This article aims to put in dialogue French philosophy and deafness, using the constructs of the authors Gilles Deleuze, Félix Guattari and Michel Foucault, regarding the conceptual and creative action of the philosophy of difference. Such a perspective is shown as being the driving force of a militant and powerful thinking to compose new practices in deaf education. Inclusive education and discourses on deafness guided by the sameness logic that erases the difference of being deaf are problematized. How to raise deafness registration possibilities in another logic? As a suggestion, it would be the inconvenience of not doing the same, of not noticing their bodies through orthopedic techniques but to recreate, reactivating other knowledges, as an ethic of being singular. Following this, deaf resistance emerges, made effective by other forms of exercises and life affirmation. It is by enunciating the linguistic difference and by the visual ability given to the singular experience of not hearing, which has marked the petition of a bilingual education (in Brazil): the Brazilian Sign Language (Libras) and the Portuguese language.