Abstract
Deaf education in Uruguay and Brazil was historically understood from the perspective of disability, and this is why it was conceived and organized as a branch of Special Education, exclusively situated in the frame of urban education. In this chapter we describe the evolution of educational models at the different levels of education, and then analyze how this evolution interacts with three formations: the theories that deal with the relations of the Deaf with language; educational and linguistic ideologies that exist on the Deaf and their language, and public policies that they spawn; and legal frameworks that address the issue of languages, the Deaf and education. In the conclusion, we express the need to establish, in the field of Deaf studies, broader discussion and communication between those who plan educational proposals, those who are carrying forward language policies, and Deaf communities.
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Peluso Crespi, L., Larrinaga, J.A., Lodi, A.C.B. (2017). Public Policies on Deaf Education. Comparative Analysis Between Uruguay and Brazil. In: Pink, W., Noblit, G. (eds) Second International Handbook of Urban Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-40317-5_33
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