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This paper aims to present the results of a comparative study of the bilingual education policy for the deaf in the contexts of the bilingual school and the inclusive school with specialized educational assistance (AEE) in the Metropolitan Region of Curitiba. To answer the question "how are the meanings of bilingual education, as expressed in legal documents and in the claims of the deaf movement, embodied in the conceptions of teachers in schools? We based our analysis on data collected in master's research in education, in the light of the reflections brought by authors from the field of Deaf Studies in Education. The results of the comparative study point out that there are still many challenges to guarantee the right to the mother tongue of deaf students in bilingual schools and AEE. The fragility in the knowledge of Libras and the absence of criteria that consider the linguistic fluency for the performance are common aspects in the investigated contexts. Despite the space granted to Libras, it is secondary in relation to Portuguese, which still shows up as the main language of interaction and in the curriculum. The integration of objectives of schooling and language education for the deaf, from early childhood education, with investment in policies for continuing education and reorganization of pedagogical work, are principles for the right to bilingual education to be guaranteed, whether in the inclusive school, or in bilingual schools for the deaf.

Educação bilíngue para surdos/as: um estudo comparativo da escola bilíngue e do atendimento educacional especializado (AEE) na escola inclusiva