This thesis aims to understand the formative path of the hearing and deaf bilingual teacher in the early years, in search of knowing the constitutive paths that involve the process of this training, that is, to perceive the practical training actions that teachers carry out to teach with deaf students. The starting point is the practical knowledge and experiences that permeate this teacher training from the specific objectives: a) to identify the profile of the teacher who works in the education of the deaf; b) to verify whether there are different conceptions of teacher in the education of the deaf; c) recognize pedagogical practices considered proper to bilingual education and how they are situated in relation to cultural differences, d) analyze the interrelations between education of the deaf, interculturality and bilingualism. Thus, anchored by the perspective of bilingualism (Kubaski, 2009) in the education of the deaf, we sought to discover how the training of these teachers is in synch with an education focused on the recognition of differences. These differences are worked from the perspective of interculturality (Candau, 2011, 2014 and 2016; Walsh, 2009) aimed at looking at the construction of this formation valuing the cultural difference in this process, understanding that the deaf is a historical-cultural subject of linguistic minority that for a long time was excluded from the scenario of Brazilian Education. The training of bilingual teachers of the deaf is dialogued with the concept of Teacher Professional Development (Nóvoa, 2022; Garcia, 2009) observing that the practical experiences of teacher training for the deaf stress a process of in-service training, punctuating a movement of formative construction supported by the practical exercise of the profession. As a work methodology, the testimonies from the interviews carried out with hearing and deaf teachers who work with deaf subjects were used, which enabled a series of actions: to identify the academic background, to analyze the practical experiences in the teaching of the deaf, to understand the conception of bilingualism that circulates in this training process, as well as the teaching strategies developed that constitute the pedagogical practice of becoming a bilingual teacher of the deaf. As a result, we realized that we were not able to define a specific space for the training of teachers of the deaf, but to understand that this movement constituted a continuous process of training mediated by practical pedagogical experiences built in the relationship with the other and the school space. This thesis closes by showing possible paths of formation, evidencing examples of formative trajectories that consolidated the path of bilingual teachers of the deaf. The deaf are highlighted as protagonists of the bilingual education process, to have access to knowledge in a meaningful way in respect to their cultural identity.