<?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>S1413-65382022000100406</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702022v28e0055</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desafios e Medidas de Enfrentamento na Educação dos Surdos e Deficientes Auditivos em Tempos de Pandemia]]></article-title>
<article-title xml:lang="en"><![CDATA[Challenges and Coping Measures in the Education of the Deaf and Hearing Impaired in Times of Pandemic]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LIMA]]></surname>
<given-names><![CDATA[Placiano Viana de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NOVATO]]></surname>
<given-names><![CDATA[Tiago da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CARVALHO]]></surname>
<given-names><![CDATA[Marcos Pavani de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Sudeste de Minas Gerais (IF SUDESTE MG) Programa de Pós-Graduação em Educação na Educação Profissional e Tecnológica (EPT) ]]></institution>
<addr-line><![CDATA[Rio Pomba Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Rural de Pernambuco (UFRPE) Laboratório de Sociobiodiversidade Programa de Pós-Graduação em Etnobiologia e Conservação da Natureza]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Sudeste de Minas Gerais (IF SUDESTE MG)  ]]></institution>
<addr-line><![CDATA[Rio Pomba Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382022000100406&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382022000100406&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382022000100406&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Com o anúncio da pandemia pela Covid-19, o isolamento social e o fechamento das escolas foram algumas das medidas adotadas para conter o contágio do coronavírus, levando a uma crise educacional mundial. Como medida reacionária, é esperado que estratégias pedagógicas tenham sido criadas para amenizar os impactos educacionais vigentes na educação dos surdos e dos deficientes auditivos. Com objetivo de traçar as principais potencialidades e fragilidades de ações e de estratégias educacionais no ensino desses indivíduos no período pandêmico em 2020 e 2021, realizou-se uma revisão bibliográfica pela busca sistematizada na plataforma da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes), utilizando as palavraschave &#8220;education&#8221;, &#8220;pandemic&#8221; e &#8220;deaf&#8221;. As principais dificuldades no ensino remoto consistiram na falta de acesso a materiais e tecnologias para participação nas aulas, principalmente em países mais pobres, e a escassez de professores e de intérpretes em língua de sinais. Foi possível identificar que as plataformas digitais, as tecnologias assistivas (legendagem, tradução em tempo real, materiais didáticos acessíveis para surdos, entre outros), a capacitação e a alfabetização de pais, alunos e professores em língua de sinais foram protagonistas como sugestão de enfrentamento. No entanto, a participação do Estado na formação e na capacitação de professores e de tradutores intérpretes de Língua Brasileira de Sinais (Libras) são extremamente necessárias para o alcance da Educação Bilíngue inclusiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: With the announcement of the pandemic by COVID-19, social isolation and the closing of schools were some of the measures adopted to contain the coronavirus contagion, leading to a worldwide educational crisis. As a reactionary measure, it is expected that pedagogical strategies have been created to mitigate the current educational impacts on the education of the deaf and hearing impaired. In order to outline the main strengths and weaknesses of educational actions and strategies in the teaching of these individuals in the pandemic period in 2020 and 2021, a bibliographic review was carried out through a systematic search on the platform of the Coordination for the Improvement of Higher Education Personnel (CAPES), using the keywords &#8220;education&#8221;, &#8220;pandemic&#8221; and &#8220;deaf&#8221;. Te main dificulties in remote teaching for the deaf consisted of the lack of access to materials and technologies for participation in classes, especially in poorer countries, and a shortage of teachers and interpreters in sign language. It was possible to identify that digital platforms, assistive technologies (subtitling, real-time translation, accessible teaching materials for the deaf, among others), training and literacy of parents, students and teachers in sign language were protagonists as a suggestion of confrontation. However, the participation of the State in the training and qualification of teachers and interpreters of Brazilian Sign Language (known by the acronym LIBRAS) are extremely necessary for the achievement of the inclusive Bilingual Education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estratégias metodológicas]]></kwd>
<kwd lng="pt"><![CDATA[Língua de sinais]]></kwd>
<kwd lng="pt"><![CDATA[Covid-19]]></kwd>
<kwd lng="en"><![CDATA[Methodological strategies]]></kwd>
<kwd lng="en"><![CDATA[Sign language]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
</kwd-group>
</article-meta>
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