<?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>S1413-65382021000100334</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702021v27e0004</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Formación de Profesores de Lengua Portuguesa en la Perspectiva de la Educación de Sordos]]></article-title>
<article-title xml:lang="en"><![CDATA[Portuguese Language Teachers&#8217; Education on the Perspective of Education of the Deaf]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SOARES]]></surname>
<given-names><![CDATA[Raquel Schwenck de Mello Vianna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SOARES]]></surname>
<given-names><![CDATA[Wellington Danilo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FREITAS]]></surname>
<given-names><![CDATA[Daniel Antunes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FAGUNDES]]></surname>
<given-names><![CDATA[Ludmila Cotrim]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVEIRA]]></surname>
<given-names><![CDATA[André Augusto Dias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FERREIRA]]></surname>
<given-names><![CDATA[Bárbara Carvalho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal dos vales do Jequitinhonha e Mucuri  ]]></institution>
<addr-line><![CDATA[Diamantina Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Montes Claros  ]]></institution>
<addr-line><![CDATA[Montes Claros Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Montes Claros  ]]></institution>
<addr-line><![CDATA[Montes Claros Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Estadual de Montes Claros  ]]></institution>
<addr-line><![CDATA[Montes Claros Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Estadual de Montes Claros  ]]></institution>
<addr-line><![CDATA[Montes Claros Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidade Federal dos Vales do Jequitinhonha e Mucuri  ]]></institution>
<addr-line><![CDATA[Diamantina Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382021000100334&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382021000100334&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382021000100334&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Las dificultades de las personas sordas en la lengua portuguesa escrita y del docente en su enseñanza, sumadas a la escasez de investigaciones en el área, hacen relevante la revisión de estrategias en el proceso de formación docente. Se trata de una investigación cualitativa y cuantitativa con 16 profesores de los últimos años de Educación Primaria y Secundaria de la lengua portuguesa de la red de escuelas públicas que trabajaron con estudiantes Sordos en algún momento de su experiencia docente. Fueron seleccionados 8 profesores de la Educación Inclusiva y 8 de una escuela Bilingüe para Sordos. Se utilizó el software NVivo10 para el análisis de datos. En la formación inicial, los docentes no tuvieron contacto con la Lengua de Señas ni estrategias metodológicas específicas para la enseñanza de Sordos. En la educación continua, la enseñanza más eficaz fue la de otros profesores con más experiencia. Destaca una dicotomía entre los profesores de las escuelas inclusivas y los de la escuela bilingüe para Sordos, donde los primeros utilizam la Lengua Brasileña de Señales &#8211; Libras como una lengua accesoria para la enseñanza del portugués escrito, ya, los docentes de la escuela bilíngue la utilizan como lengua de instrucción con el uso del metalenguaje. En cuanto a las concepciones, los docentes sugirieron algunas prácticas en formación para trabajar con el público Sordo. Por tanto, es fundamental invertir en escuelas inclusivas y bilingües que trabajen con estudiantes Sordos, así como en la formación continua de los docentes, proponiendo grupos de estudio con todo el equipo pedagógico como parte del proceso de formación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The difficulties of the deaf in written Portuguese and of the teacher in teaching, added to the scarcity of research in the area, make the revision of strategies in the process of teacher training relevant. This is a qualitative and quantitative research with 16 teachers from the last years of Elementary and High School of Portuguese language in the public-school network who worked with deaf students at some point in their teaching experience. Eight teachers from Inclusive Education and eight from a Bilingual School for the Deaf were selected. NVivo10 software was used for data analysis. In the initial training, the teachers did not have contact with Sign Language or specific methodological strategies for teaching the Deaf. In continuing education, the most effective teaching was that of other, more experienced teachers. There is a dichotomy between teachers from inclusive schools and those from the bilingual school for the deaf, where the former use the Brazilian Sign Language as an accessory language for the teaching of written Portuguese, whereas teachers in the bilingual school use it as the language of instruction with the use of metalanguage. Regarding the conceptions, the teachers suggested some training practices to work with the Deaf audience. Therefore, it is essential to invest in inclusive and bilingual schools that serve deaf students, as well as in the continued training of teachers, proposing study groups with the entire pedagogical team as part of the training process.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Formación de Profesores]]></kwd>
<kwd lng="es"><![CDATA[Lengua Portuguesa]]></kwd>
<kwd lng="es"><![CDATA[Educación de Sordos]]></kwd>
<kwd lng="es"><![CDATA[Lengua Brasileña de Señas]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Portuguese Language]]></kwd>
<kwd lng="en"><![CDATA[Deaf Education]]></kwd>
<kwd lng="en"><![CDATA[Brazilian Sign Language]]></kwd>
</kwd-group>
</article-meta>
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