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This article invites to reflect on educational policies aimed at deaf people, taking linguistic citizenship (Stroud; Heugh, 2004) and the principles of the UN 2030 Agenda as an ethical framework. By recognizing linguistic diversity as one of the foundations of social justice (Santos, 2019), we seek to problematize the historical impacts of the colonization of language, which has historically silenced voices and restricted plural ways of existing and expressing oneself. In this regard, Law No. 14.191/21 stands out as a relevant milestone, as it understands deafness not as a disability but as a legitimate expression of other forms of language and culture. However, considering that formally recognized rights do not guarantee concrete transformation, we advocate the urgent need for a decolonial and critical education (Mignolo, 2017), committed to truly inclusive and emancipatory practices. We propose a bilingual perspective that values Libras as a first language and respects deaf culture, strengthening the protagonism of deaf individuals in learning spaces. From this perspective, education becomes an act of justice, capable of addressing historical inequalities and expanding the horizons of participation. This article seeks to contribute to the construction of a more sensitive and pluralistic education.