Not All Deaf People Are the Same: Preliminary intersectional discussions in Deaf Education

Abstract

This article discusses an excerpt of investigations carried out by the authors in the fi elds of deaf studies, intersectionality and teaching of deaf students at elementary, mid and high school educational environments. More specifi cally, it discusses the theme of intersectionality related to the fi eld of deaf studies in the educational sectors listed above. The article refl ects on the intersectional crossings that encompass the black deaf community, to the detriment of epistemic gaps, especially the lack of discussion on racial-ethnic issues in the education of deaf individuals. It is based on the following theoretical frameworks: Buzar (2012); Pereira & Pereira (2013); Silvestre (2014); Solomon (2018); Ferreira (2018); Santos (2019); Chapple (2021); Brito et al., (2021). The methodology follows the concepts of bibliographic review and qualitative-descriptive studies of Brazilian research, concluded from 2005 to 2021, and relating to the themes of “intersectionality” and “deafness” as found in information systems higher education institutions in Brazil, in addition to analyses of articles and empirical school observations about deaf blackness in the Brazilian educational fi eld. The data collected allow the authors to highlight that there are epistemic gaps and incipient academic research on intersectional and multicultural aspects that go beyond gender, race and deafness