The deaf subject and the teaching methodologies used throughout history

This article was developed through a bibliographic survey of scholars who dedicated themselves to researching the deaf subject, the main teaching approaches present in educational institutions for these subjects. The main bibliographic sources consulted were: Capoviila (2000), Goldfeld (1997), Perlin &Estrobel (2014), Quadros (2006), among others. The guiding question of this article is; “which teaching approach aimed at deaf students enables a pedagogical action that values their culture?” it is concluded that the measures adopted after the II congress had a great impact on the education of the deaf. Because with the implementation of Oralism as a method, prohibiting the use of sign language resulted in the educational delay of these subjects, since oralization and lip reading were an almost impossible task, developed only by a deaf minority. Therefore, in order to favor the education of the deaf in the bilingual approach, a complete change in the school is necessary. Going through teacher training in order to meet the linguistic particularities of the deaf student.