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Inclusion is a process full of signs that highlight trajectories, experiences, practices and subjectivities related to deaf students in regular schools. About this, we aim to problematize some of the signs of inclusion of these students through some curricular assumptions that have as basis to contribute with the idea of an "education for all", asking: what such assumptions through homogenization have signaled about deaf subjects and their schooling? Therefore, we opted for Discourse Analysis of some Brazilian documents at the Ministry of Education level, since this movement of analysis allows us to perceive some discourses and practices of "education for all" to define - to a lesser or greater degree - the curricula schoolchildren, which signal a repositioning of different ways of discussing deafness and the deaf in a context closer (or not) to their condition of cultural, social and linguistic difference. At the same time, we encourage school alternatives to think of the deaf as an author and actor of a minority culture, as a user of a natural language, as a heterogeneous group that demands a bilingual and multicultural education, although they belong to curricular policies that often grant little space for them. that. [ABSTRACT FROM AUTHOR]