This article arouses reflections that allow us to understand, within the framework of geographic education, the need to think about learning processes for the deaf community. It analyzes geographic education, assuming the social production of space as a possibility of giving a place to the deaf student. Surpassing, in this way, their learning process beyond the simple memorization of the word and its respective sign. It concludes that it is necessary to think about significant spatial learning, so that lasting learning is developed from the deaf student's interaction with his or her daily life and context.