<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382020000200008</article-id>
<article-id pub-id-type="doi">10.1590/s1413-65382620000100007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Línguas de Sinais como Línguas de Interlocução: o Lugar das Atividades Comunicativas no Contexto Escolar1]]></article-title>
<article-title xml:lang="en"><![CDATA[Sign Languages as Languages &#8203;&#8203;of Interlocution: the Place of Communicative Activities in the School Context]]></article-title>
<article-title xml:lang="es"><![CDATA[Las Lenguas de Signos como Lenguas de Interlocución: el Lugar de las Actividades Comunicativas en el Contexto Escolar1]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LACERDA]]></surname>
<given-names><![CDATA[Cristina Broglia Feitosa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GRÀCIA]]></surname>
<given-names><![CDATA[Marta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[JARQUE]]></surname>
<given-names><![CDATA[Maria Josep]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos Programa de Pós-Graduação em Educação Especial Departamento de Psicologia]]></institution>
<addr-line><![CDATA[São Carlos São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat de Barcelona Facultad de Psicología Departamento de Cognición, Desarrollo y Psicología de la Educación]]></institution>
<addr-line><![CDATA[Barcelona ]]></addr-line>
<country>Espanha</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universitat de Barcelona Facultad de Psicología Departamento de Cognición, Desarrollo y Psicología de la Educación]]></institution>
<addr-line><![CDATA[Barcelona ]]></addr-line>
<country>Espanha</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>26</volume>
<numero>2</numero>
<fpage>299</fpage>
<lpage>312</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382020000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382020000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382020000200008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O desenvolvimento escolar do aluno surdo depende de seu domínio de uma língua de sinais. Todavia, uma língua de sinais não é cotidianamente desenvolvida no ambiente familiar; assim, esse domínio precisa ser alcançado no espaço escolar, no qual se espera que o aluno surdo tenha pares em sua língua e possa interagir por meio dela. Contudo, o ambiente escolar tem pouca tradição de trabalhar com o desenvolvimento de língua oral/língua de sinais, focalizando atividades com língua escrita como meta. Sobre o aluno surdo, pouco se discute acerca do desenvolvimento da língua de sinais no espaço escolar. O professor bilíngue foca seu trabalho no ensino da língua majoritária como segunda língua na modalidade escrita, trabalhando com a língua de sinais, sem uma proposta clara de desenvolvimento dessa língua. Debates sobre práticas para aprimoramento da oralidade para o desenvolvimento do sujeito ouvinte indicaram a oportunidade de refletir sobre esses aspectos em relação aos alunos surdos. O foco deste artigo está, então, no debate desse tema, visando a formação de professores para aprimoramento dos usos da língua de sinais no espaço escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The academic development of the deaf student depends on his/her mastery of a sign language. However, a sign language is not developed daily in the family environment; thus, this domain needs to be achieved in the school space, in which it is expected that the deaf student has peers in his/her language and can interact through it. All the same, the school environment has little tradition of working with the development of oral/sign language, focusing on activities with written language as a goal. Regarding the deaf student, little is discussed about the development of sign language in the school space. The bilingual teacher focuses his/her work on teaching the majority language as a second language in the written modality, working with sign language, without a clear proposal for the development of that language. Debates on practices to improve orality for the development of the hearing subject indicated the opportunity to reflect on these aspects in relation to deaf students. The focus of this paper is, therefore, on the debate on this theme, aiming at the training of teachers to improve the uses of sign language in the school space.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El desarrollo escolar del alumno sordo depende de su dominio de la lengua de signos. Sin embargo, habitualmente, la lengua de signos no se adquiere en el entorno familiar; así, su dominio debe lograrse en el espacio escolar, en el que se espera que el alumno sordo tenga pares en esta lengua y pueda interactuar por medio de ella. Sin embargo, el contexto escolar cuenta con poca tradición de trabajo en el desarrollo de la lengua oral / de signos, focalizándose en actividades con la lengua escrita como meta. Con respecto al estudiante sordo, hay pocos estudios en los que se analice cómo tiene lugar el desarrollo de la lengua de signos en el espacio escolar. El docente bilingüe centra su trabajo en la enseñanza de la lengua mayoritaria como segunda lengua en la modalidad escrita, trabaja con la lengua de signos, pero no siempre sabe cómo promover el desarrollo de esta. La discusión sobre la relevancia de las prácticas para mejorar el desarrollo de la oralidad en los alumnos oyentes nos ofrece la oportunidad de reflexionar sobre estos aspectos en relación con los aprendices sordos. El objetivo de este artículo es, por lo tanto, la discusión sobre este tema para capacitar a los docentes respecto a la mejora de los usos de la lengua de signos en el espacio escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação escolar]]></kwd>
<kwd lng="pt"><![CDATA[Escala de avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Língua Brasileira de Sinais]]></kwd>
<kwd lng="pt"><![CDATA[Língua Catalã de Sinais]]></kwd>
<kwd lng="pt"><![CDATA[Educação dos Surdos]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Diálogo]]></kwd>
<kwd lng="en"><![CDATA[School evaluation]]></kwd>
<kwd lng="en"><![CDATA[Evaluation scale]]></kwd>
<kwd lng="en"><![CDATA[Brazilian Sign Language]]></kwd>
<kwd lng="en"><![CDATA[Catalan Sign Language]]></kwd>
<kwd lng="en"><![CDATA[Education of the deaf]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Dialogue]]></kwd>
<kwd lng="es"><![CDATA[Evaluación escolar]]></kwd>
<kwd lng="es"><![CDATA[Escala de evaluación]]></kwd>
<kwd lng="es"><![CDATA[Lengua de signos brasileña]]></kwd>
<kwd lng="es"><![CDATA[Lengua de signos catalana]]></kwd>
<kwd lng="es"><![CDATA[Educación de sordos]]></kwd>
<kwd lng="es"><![CDATA[Educación especial]]></kwd>
<kwd lng="es"><![CDATA[Diálogo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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