This work presents a narrative of how the teaching practice of SW (Sign Writing) happens at the SES (Specialized Educational Service) in a common school located in the city Sapucaia do Sul with included deaf students. The proposal adopted by the school is the bilingual education for deaf. I was invited to teach SW at the SES in that same school. The directive board, understanding the importance of the SW in the social and scholastic life of the students of the early years of the elementary school, adopted SW as a path to facilitate the students' learning ability, using SW in common activies, including tests and exams. The teaching of SW happens after/before school, and this system is accepted by the school as a type of writing. The directive board thinks that a deaf student that uses SW have freedom to write and isn't limited by the knowledge of the portuguese language, since it's the subjects second language. Acknowledging the cultural and linguistical difference of the deaf people, the SW is being built as the writing code of an spacial language, thought as a path that leads to the learning of a second language: portuguese. The SES is a complementary educational proposal to deaf students. This proposal foresees the teaching of sign language, portuguese as second language, therefore the SW isn't predicted in the educational policies, neither in the deaf education proposals, despite of the strong belief that SW really helps deaf people to learn sign language. This article mix my practice along with some important foundations that I consider relavant, such as the ideas of Stumpf (2009) and the feeling of being in a community approached by Bauman (2001).
