ABSTRACT
Is it possible to teach Philosophy to Deaf students? What are the minimum requirements necessary for the Deaf student to learn the philosophical content proposed in high school programs? These are the central questions of this article. This is about analyzing the possibilities of teaching philosophy from the perspective of bilingualism and checking how the reception of philosophical content by Deaf students happens in high school. For this purpose, it’s analyzed the legislation (Law 10436/2002, Decree 5626/2005 and Law 13146/2015) related to deaf inclusion, culture and identity and their impact on the school space, specifically in the didactic-pedagogical process used in classes by Philosophy teachers of basic education in the State of Paraná. Among the conclusions, this study points to the need of providing specific training for teachers in relation to the theoretical and methodological field, as well as the bilingual education of Deaf students throughout the teaching and learning process.
Keywords:
Teaching of Philosophy; Deaf Culture; Philosophical Reception; Bilingual Education