This article has been developed in order to unravel the different senses of bilingual and inclusive education in the National Policy on Special Education in the Perspective of Inclusive Education and Decree 5.626/05 in the light of Bakhtin's theory of discourse and enunciation. On the one hand, the Special Education Policy advocates the inclusion of deaf students in the regular school system. On the other hand, considering the linguistic difference of this social group and the provisions of Decree No. 5.626/05, deaf communities and researchers in the field advocate that the education of the deaf is a specific field of knowledge, distancing it from special education. It has been observed that the Decree understands bilingual education for the deaf as a social issue that involves the Brazilian Sign Language (Libras) and the Portuguese language in an intrinsic relation with the cultural aspects determining and determined by each language. The Policy, in turn, reduces bilingual education to the presence of two languages within the school, without providing that each one assumes its role of relevance to the groups that use them, keeping the Portuguese hegemony in the educational processes. Such conception limits the transformation proposed for the education of the deaf only to the discursive level and restricts the inclusion to school, preventing an extension of this concept to all social spheres, as stated in the decree. This difference between the senses of the concepts of bilingual and inclusive education in the two documents has fueled old tensions and rendered unviable the dialogue between the propositions of the Special Education Policy and those of Decree No. 5.626/05.
Bilingual education for the deaf; Inclusion; Special Education Policy; Decree No. 5.626/05