Plurilinguism in the education of indigenous deaf people: experience report of a deaf teacher in a special class for deaf people in an indigenous school in Ipuaçu-SC

Abstract

This article aims to discuss plurilingualism in the education of indigenous deaf students, presenting general aspects of bi/plurilingualism in deaf communities, bi/plurilingualism in indigenous education, and the linguistic reality of indigenous deaf students. In addition, it describes an experience
in teaching deaf students in an indigenous school located in Ipuaçu, Santa Catarina. This experience
allowed us to observe and analyze plurilingual education practices developed in this school environment, highlighting the relevance of educational strategies that respect and integrate the
linguistic and cultural diversity of these students. The results of this experience highlight the importance
of educational policies that value plurilingualism as a way of guaranteeing the inclusion and strengthening of the cultural and linguistic identities of indigenous deaf students. The experience in the aforementioned indigenous school highlights that the recognition and implementation of plurilingual practices in the educational context are fundamental to promoting an inclusive, respectful, and effective education for students who live in diverse linguistic realities.