The Total Communication includes in its structure all the linguistic forms: gestures bred for the children, language of signals, speaks, pray-face reading, manual alphabet, reading and writing. This boarding incorporates the development of any remaining portions of hearing for the improvement of the abilities of speaks or pray-face reading, through constant use, for a long period of time, individual auditory devices. Some authors (LACERDA, 1998; DORZIAT, 2005), however, say that the great problem of this philosophy is that to if trying to adjust the language of signals to the Portuguese language it finishes for occurring the mixture of two languages (Portuguese + Language of Signals), what it results in one third modality that is ' ' Portuguese sinalizado' ' , in which he occurs the introduction of grammatical elements of a language in the other and finishes for making impracticable the adequate use of the language of signals. The critical ones to the Total Communication had generated from the years 80 new quarrels on the communication of the deaf people in the school. Such quarrels if came back toward one another philosophy of the education of deaf people the Bilingismo.
This theoretical boarding has as estimated basic that the deaf person must be bilingual, that is, it must acquire as first language the language of signals (L1), that the natural language of the deaf people is considered and, as second language, the official language of its country (L2). For that they defend the Bilingismo, the deaf person does not need to desire an equal life to the listener, being able to assume its deafness. The Bilingismo defends that the language is an important way of access for the development of the deaf person in all the knowledge spheres, therefore propitiates the communication of the citizen with deafness with its pairs and with the other citizens, giving it has supported to the thought and stimulating the cognitivo and social development.