ABSTRACT:
The education of the deaf is, above all, oriented according to an inclusive education policy. However, the proposal of inclusion of deaf students in regular educational systems has been strongly contested by the deaf community, which, because of the linguistic and cultural particularities of the deaf, claims the right of the deaf to study with their peers in specific schools or classes, according to a bilingual perspective. Tension in this field is observed, which is also present in current education policies. This work aims to identify the place of the education of the deaf defended in theses and dissertations about the theme education of the deaf. Thus, of bibliometric approach, the Brazilian Digital Library of Dissertations and Theses was chosen as the source of information. According to the criteria of inclusion and exclusion established, 62 Master’s theses and eight Doctoral dissertations were analyzed in detail. The results indicated an analogous percentage of studies that pointed out, on the one hand, the regular school, and, on the other hand, the specific school or class for the deaf as the most appropriate place for their schooling, revealing that the issue of the place of the education of the deaf is still controversial and not consensual in the field.
KEYWORDS:
Special Education; Education of the deaf; School; Scientific production