ABSTRACT
It is important to discuss the history of Education for the Deaf based on questioning narratives of the coloniality of the linguistic power imposed on these subjects. As a hypothesis, it is assumed that listening has negatively impacted the historicity of the deaf people, subjugating their educational process. In this bias, the present study aimed to investigate decolonial ways to reflect the coloniality of power that affects the deaf people in their way of narrating their educational history and their linguistic right. As a methodological perspective, a qualitative approach was used, guided by bibliographical investigation with a literature review on the history of Education for the Deaf, starting from a decolonial praxis. Thus, it was ratified the suspicion of the imposition of listeners, as a linguistic majority, which dominates, via the coloniality of linguistic power, the history and present of the education of the deaf people, through the devaluation of their culture, identity and language. It was concluded that there is a need for an active search for decolonial processes.
KEYWORDS
History of Education; Education for the Deaf; LIBRAS; Coloniality; Decoloniality