<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762019000300909</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2019v17i3p909-932</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PERTINÊNCIA E URGÊNCIA DA LÍNGUA DE SINAIS (L1) E DO PORTUGUÊS (L2/LE) NO CURRÍCULO DOS ALUNOS SURDOS EM MOÇAMBIQUE]]></article-title>
<article-title xml:lang="en"><![CDATA[RELEVANCE AND URGENCY OF SIGN LANGUAGE (L1) AND PORTUGUESE (L2 / LE) IN THE CURRICULUM OF DEAF STUDENTS IN MOZAMBIQUE]]></article-title>
<article-title xml:lang="es"><![CDATA[RELEVANCIA Y URGENCIA DEL LENGUAJE DE SEÑAS (L1) Y DEL PORTUGUÉS (L2 / LE) EN EL CURRÍCULO DE ESTUDIANTES SORDOS EN MOZAMBIQUE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BAVO]]></surname>
<given-names><![CDATA[Nazia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[COELHO]]></surname>
<given-names><![CDATA[Orquídea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Porto Faculdade de Psicologia e de Ciências da Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Porto Centro de Investigação e Intervenção Educativas Faculdade de Psicologia e de Ciências da Educação]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>17</volume>
<numero>3</numero>
<fpage>909</fpage>
<lpage>932</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762019000300909&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762019000300909&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762019000300909&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo constitui parte de uma investigação doutoral, focada num estudo realizado numa escola regular inclusiva de Maputo, incidindo sobre a língua de ensino e de comunicação professor/aluno surdo. Apesar da Lei Constitucional (2004) reconhecer que o ensino de surdos deve realizar-se através da Língua de Sinais Moçambicana (LSM), essa premissa não vigora, pois o currículo dos alunos surdos, não contempla a LSM como língua de instrução, nem como língua primeira (L1), não prevendo também o ensino do português como segunda língua (L2) e/ou Língua Estrangeira (LE). Numa abordagem qualitativa, de análise documental de normativos legais e de análise de conteúdo de entrevistas realizadas com professores, analisámos o currículo proposto e os modos como é aplicado, constatando que a língua que medeia o espaço educacional é o Português, como língua hegemónica, de ensino e de comunicação. Os resultados evidenciam também que a LSM é uma língua de uso restrito e esporádico dos alunos surdos na sala de aula, o que coloca em causa o cumprimento e o respeito dos seus direitos linguísticos e conduz a práticas pedagógicas segregadoras, discriminação e exclusão nos ambientes educativos. Os professores destacam não terem formação adequada para trabalhar com alunos surdos e referem recorrer a gestos não estandardizados e à escrita no quadro como forma de tentar contornar algumas dificuldades. Numa lógica de articulação de Currículo e Justiça Curricular, concluímos, alertando para a pertinência e a urgência da regulamentação da LSM (L1) e do português (L2/LE) no currículo escolar dos alunos surdos em Moçambique.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Summary This article is part of a doctoral research, focused on a study carried out in an inclusive regular school in Maputo, focusing on the teaching and communication language of the teacher / deaf student. Although the Constitutional Law (2004) recognizes that the teaching of the deaf should be carried out through the Mozambican Sign Language (LSM), this premise does not apply, since the curriculum of deaf students does not consider LSM as a language of instruction, nor as first language (L1), and also does not provide for the teaching of Portuguese as a second language (L2) and / or Foreign Language (LE). In a qualitative approach, of documentary analysis of legal norms and analysis of content of interviews with teachers, we analyzed the proposed curriculum and the ways in which it is applied, noting that the language that mediates the educational space is Portuguese, as hegemonic language, of teaching and communication skills. The results also show that LSM is a language of restricted and sporadic use of deaf students in the classroom, which jeopardizes the fulfillment and respect of their linguistic rights and leads to segregating pedagogical practices, discrimination and exclusion in educational environments. Teachers emphasize that they do not have adequate training to work with deaf students and refer to using non-standardized gestures and writing on the board as a way of trying to get around some difficulties. In a curricular and curricular justice curriculum, we conclude by highlighting the pertinence and urgency of LSM (L1) and Portuguese (L2 / LE) regulation in the school curriculum of deaf students in Mozambique.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo hace parte de una investigación doctoral, centrada en un estudio realizado en una escuela regular inclusiva en Maputo, que se centra en el lenguaje de la enseñanza y la comunicación del profesor / estudiante sordo. Aunque la Ley Constitucional (2004) reconoce que la enseñanza de sordos debe realizarse a través del Lenguaje de Signos Mozambiqueña (LSM), esta premisa no se aplica, ya que el currículo de los estudiantes sordos no considera el LSM como un idioma de instrucción, ni como un primer idioma (L1), y tampoco contempla la enseñanza del portugués como segundo idioma (L2) y / o idioma extranjero (LE). En un enfoque cualitativo, del análisis documental de las normas legales y del análisis del contenido de las entrevistas con los docentes, analizamos el currículo propuesto y las formas en que se aplica, observando que el idioma que media el espacio educativo es el portugués, como lengua hegemónica, del enseñanza y comunicación. Los resultados también muestran que el LSM es una lenguaje de uso restringido y esporádico de estudiantes sordos en el aula, que pone en peligro el cumplimiento y el respeto de sus derechos lingüísticos y conduce a la segregación de las prácticas pedagógicas, la discriminación y la exclusión en entornos educativos. Los maestros enfatizan que no tienen una capacitación adecuada para trabajar con estudiantes sordos y se refieren al uso de gestos no estandarizados y la escritura en el tablero como una forma de intentar sortear algunas dificultades. En una logica de articulacion del con currículo y justicia curricular, concluimos destacando la pertinencia y urgencia de la regulación de LSM (L1) y portuguesa (L2 / LE) en el currículo escolar de estudiantes sordos en Mozambique.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo escolar e alunos surdos]]></kwd>
<kwd lng="pt"><![CDATA[Língua de Sinais de Moçambique (L1)]]></kwd>
<kwd lng="pt"><![CDATA[Justiça Curricular e Social]]></kwd>
<kwd lng="en"><![CDATA[School curriculum and deaf students]]></kwd>
<kwd lng="en"><![CDATA[Sign Language of Mozambique (L1)]]></kwd>
<kwd lng="en"><![CDATA[Curricular and Social Justice]]></kwd>
<kwd lng="es"><![CDATA[Currículo escolar y estudiantes sordo]]></kwd>
<kwd lng="es"><![CDATA[Lenguaje de Señas de Mozambique (L1)]]></kwd>
<kwd lng="es"><![CDATA[Justicia Curricular y Social]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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