Agenda 2030: inclusão e educação bilíngue de/com surdos

Valéria Campos Muniz; Danielle Cristina Mendes Pereira Ramos; Adriana Lúcia de Escobar Chaves de Barros

doi:10.25189/rabralin.v24i2.2365

Agenda 2030: inclusion and bilingual education for/with deaf people

Valéria Campos Muniz,

Danielle Cristina Mendes Pereira Ramos,

Adriana Lúcia de Escobar Chaves de Barros

Vol. 24 No. 2 (2025): V. 24, N. 2 (2025)
Submitted: Sep 30, 2025
Published: Jul 23, 2026
DOI 10.25189/rabralin.v24i2.2365

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Abstract

This article aims to critically discuss the reflection on the national inclusion policy aimed at bilingual education for the deaf, having linguistic citizenship as an ethical horizon (Stroud et al., 2020) and the principles of the UN 2030 Agenda. By recognizing linguistic diversity as one of the foundations of social justice (Santos, 2019), we seek to problematize the historical impacts of the colonization of language, which has historically silenced voices and restricted plural ways of existing and expressing oneself. In this path, Decree 5.626/05 stands out as a relevant milestone, whose advances and limits allow us to understand deafness not as a disability, but as a legitimate expression of other forms of language and culture. However, considering that formally recognized rights are not, in themselves, a guarantee of concrete transformation, we defend the urgency of a decolonial and critical education (Mignolo, 2017), guided by inclusive and emancipatory language policies and pedagogical practices. We propose, based on a theoretical-critical analysis, a bilingual educational perspective aligned with SDGs 4 and 10 of the 2030 Agenda, in which Libras is valued as a first language, in articulation with written Portuguese, strengthening the role of deaf subjects in the decision-making and pedagogical processes of learning spaces. From this perspective, bilingual education of/with deaf people becomes an act of justice, capable of addressing historical inequalities and broadening the horizons of participation.

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Authorship

Valéria Campos Muniz

PhD in Portuguese Language ( 2013 ) and Master in Portuguese Language , ( 1997 ) from the State University of Rio de Janeiro . She was a CAPES scholarship holder during her Doctorate . She is currently an adjunct professor of Portuguese Language as L2 - 40 hours with exclusive dedication - at INES . She is interested in the following areas : reading , acquisition of written language , teaching of Portuguese as L2 , Literacies , multimodality and Contrastive Grammar : Libras / Portuguese Language . She was a professor at Estácio de Sá University in the face - to - face and distance course , having held the position of coordinator of the Letters course at the Nova Friburgo campus . Leader of the Research Group : Laboratory of Portuguese Studies L2 ( INES / UFRJ ) and member of the research group : Language Society ( FFP / UERJ - CNPq / INES ).

Instituto Nacional de Educação de Surdos

https://orcid.org/0009-0000-3766-1855

Danielle Cristina Mendes Pereira Ramos

Master in Brazilian Literature and Theories of Literature ( 2001 ) and PhD in Comparative Literature ( 2006 ) from the Fluminense Federal University . She has experience in the field of Literature and is interested in the following topics : literature and memory ; literacy of the deaf ; intermediality ; autoethnography . She is an Adjunct Professor at the Federal University of Rio de Janeiro , at the Faculty of Letters and head of the Literary Studies Sector of the Department of Letters / Libras . She teaches at the undergraduate and graduate levels , within the Specialization courses in Children ' s and Youth Literature and in Libras : teaching , translation and interpretation . She works as a permanent professor in the Stricto Sensu Graduate Program in Bilingual Education of the Department of Higher Education of the National Institute of Education for the Deaf ( INES ). She developed postdoctoral research on literature and literacies of deaf students at FFLCH / USP , in the Department of Modern Letters , under the guidance of Professor Walkyria Monte - Mór . She is a member of the National Literacy Project ( USP / CNPq ) and the Working Group on Transculturality , Language and Education ( ANPOLL ). She participates in the research groups LETI ( Literacies and Image / INES - CNPq ), NIELM ( Center for Interdisciplinary Studies in Literature and Women CNPq / UFRJ ) and Trans ( de ) colonialities , literacies and plural justices entangled in digital and public printed spaces ( CNPq / UFMT ). ( Text informed by the author )

Universidade Federal do Rio de Janeiro

https://orcid.org/0009-0000-3766-1855

Adriana Lúcia de Escobar Chaves de Barros

Philosopher , Psychologist ( CRP 14 / 10019 ), Effective Professor at the State University of Mato Grosso do Sul and coordinator of Courses at the Language Teaching Extension Center ( NEL - UEMS ), teaching classes in undergraduate courses in Letters and Psychology , as well as stricto sensu graduate courses in the Academic Master ' s Degree ( PPGLetras - UEMS ) and Professional Master ' s Degree ( Prof Letras ). Currently , her areas of interest are , in Letters : Sociolinguistics and Applied Linguistics , directed to Critical Literacies in Sustainable Health and Well - Being , Language Teaching , Teacher Training , Languages of Minority Communities , ( De ) coloniality , Borders , Culture , Identity ; in Psychology : Mental Health , Psychology of Human Development and Jungian Psychology . Titles and areas of development and research : Postdoctoral degree in Modern Languages ( USP - 2016 - 2017 ); PhD in Language Studies ( PUC - Rio - 2010 ), Master ' s Degree in Business Administration with specialization in Marketing ( IAG Business School of PUC - Rio - 2006 ); Postgraduate degree in Cognitive Neurosciences and Psychological Processes ( UNYLEYA , 2024 ); Postgraduate degree in Analytical / Jungian Psychology ( UNYLEYA , 2024 ), Postgraduate degree in Management ( MBA ) ( IAG Business School of PUC - Rio - 2003 ), Postgraduate degree in English Language Teaching Methodology , DOTE - Diploma for Overseas Teachers of English ( University of Cambridge , England - 1994 ), acquiring the title of Royal Society of Arts - RSA ; Licentiate and Bachelor ' s Degree in Philosophy ( UCDB - 2025 ); Degree and Bachelor in Psychology ( Anhanguera - UNIDERP - 2023 ); Full Degree in Portuguese - English Languages ( PUC - Rio - 1984 ). ( Text informed by the author )

State University of Mato Grosso do Sul (UEMS)

https://orcid.org/0009-0004-3511-6828