Educación de los sordos: desde la normalización al plurilingüismo.

In this article we discuss the linguistic and language teaching policies that are developed in the Education of the Deaf in Uruguay and Brazil. The article is mostly theoretical and it aims at characterizing the school of modernity and its monolingual linguistic policy in order to show how the Deaf education worked in this conceptual, political and methodological framework. Thus, we characterize the school of postmodernity and its plurilingual and translingual linguistic policy. We conclude by showing the need for the Deaf education to migrate from a bilingual perspective, both in its foundations and in its practices, to a pluri/translingual one, which recognizes Deaf students in their linguistic and political identities. [ABSTRACT FROM AUTHOR]