Policies of inclusive education in several countries have been argued for and justified by means of discourse of adhesion to international declarations by UNESCO (1990, 1994, 2001). Having as I focus the reality of Brazil, this text was developed aiming to reveal the principles on which these declarations were built and to discuss their meanings for deaf persons' education. In this way, this study made efforts to present the declarations, to discuss the partial adhesion by Brazil to the propagated international promises and to demonstrate that, by using a contradictory political discourse, the Brazilian government maintains as an underlying idea the maintenance of the status quo of the Brazilian education, the enhancement of hegemonic culture and acculturing linguistic minorities. In this way, the text aims to deconstruct Brazilian official discourse while proving that the promises for education in Brazil are ignored and substituted by financial-political reasons, in so far as they do not make viable the recognition and promotion of linguistic and social cultural diversities constitutive of our society. It aims still to point out the consequences inclusive education causes to deaf persons.
