BETWEEN MARGINS AND SILENCES: EDUCATION FOR ETHNIC-RACIAL RELATIONS AND INCLUSION OF DEAF PEOPLE

Abstract

This paper reflects on the intersections between education for ethnic-racial relations and the inclusion of deaf people in schools, recognizing the margins and silences that have historically shaped the experiences of marginalized groups. The analysis starts from the understanding that the school is both a space of knowledge production and of reproduction of inequalities. Discussing education for ethnic-racial relations means confronting structural racism, while addressing the inclusion of deaf people implies questioning communicational, cultural, and pedagogical barriers. The study highlights that both agendas share a common point: the struggle for the right to difference and for the recognition of diversity as an educational value. Through bibliographic review and critical analysis of legal documents, such as Law 10.639/2003 and Law 10.436/2002, it is emphasized that public policies still face challenges in implementing inclusive practices that simultaneously address race, ethnicity, language, and disability. Therefore, the article argues for the need of an intersectional pedagogy that acknowledges the plurality of identities within schools and promotes methodologies that value both Afro-Brazilian history and culture and Brazilian Sign Language (Libras) as a legitimate expression. It concludes that only through dialogue between these perspectives will it be possible to build a democratic, critical, and inclusive education, capable of breaking historical silences and opening space for the voices that shape the social fabric.