HUMAN RIGHTS AND THE RIGHT TO EDUCATION: A SOCIO-ANTHROPOLOGICAL PERSPECTIVE ON DEAF LEARNERS

Abstract

This study was developed to understand whether clinic-therapeutic conceptions still overlap the socio-anthropological perspective of deaf learners within established legal rights that ensure access to the right to education, which are achievements resulting from struggles for human rights. It briefly addresses the history of Human Rights related to the right to education, as well as analyzes legislation concerning the current conception of deafness and hearing impairment. The methodology used was a qualitative descriptive study based on a socio-historical framework. The instrument consisted of a bibliographic review of laws and authors who have contributed to the discussion of human rights in the current struggle for the recognition of deaf education that meets the needs of this group. The results highlight the need to discuss a more appropriate inclusive school model to foster the autonomy and learning of deaf students. As a contribution, this study finds that established legal rights still largely present a clinic-therapeutic character. However, it also shows advances in legislation toward a socio-anthropological view of the deaf individual, emphasizing the value of Brazilian Sign Language (Libras), thus opening space for a truly inclusive and bilingual school capable of contributing to the construction of autonomy, identity, development, and social participation, enabling individuals to be constituted as subjects of rights and active citizens.