ABSTRACT
This article analyzes, from a human rights and inclusive education perspective, the process of educational inclusion of deaf students in the Federal District, Brazil. This is done through documentary analysis of the Federal District Enrollment Policy for 2019, complemented by partial ethnographic analysis. The main observable tensions between the achievement by these students of the fundamental human right to full educational inclusion and the normative proposals of the Enrollment Policy are mapped. Finally, based on the results of the analysis, some possible ways of improving the educational inclusion of deaf students in the Federal District are suggested.
Keywords:
human rights; inclusive education; Brazilian sign language (Libras); deafness