This article aims to suggest, from an interdisciplinary approach, various perspectives that can be incorporated to propose contextualized didactics in the educational praxis of and with the deaf. Educational practices can develop strategies that incorporate dialogue as a communicative principle, understood as an action between “me” and “you”, incorporating the otherness that the deafness of the D/deaf implies, that is, as a recognition of the difference and a possibility of connecting subjectivities to produce new agencies. This theoretical-practical research has a dialectical methodology to build pedagogical proposals based not only on deaf culture, but also on an act of correspondence between the listener and the non-listener, with the aim that both perspectives be nurtured to incorporate in the pedagogical exercise the communicative needs of both worlds. In this way, we seek to improve didactic decisions so that educational initiatives are more aware and allow elucidating new questions, knowledge and proposals based on reciprocal communication and not on the imposition of ideas.