<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092020000100140</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.15.15476.071</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino remoto para alunos surdos em tempos de pandemia]]></article-title>
<article-title xml:lang="en"><![CDATA[Remote education to deaf students in pandemic times]]></article-title>
<article-title xml:lang="es"><![CDATA[La educación remota a los estudiantes sordos em tiempos pandémicos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Shimazaki]]></surname>
<given-names><![CDATA[Elsa Midori]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Menegassi]]></surname>
<given-names><![CDATA[Renilson José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fellini]]></surname>
<given-names><![CDATA[Dinéia Ghizzo Neto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal da Integração latino-Americana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>15</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092020000100140&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092020000100140&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092020000100140&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Desde o surto da Covid-19 no Brasil, mudanças ocorreram no enfrentamento à pandemia, e o isolamento social foi um deles. Na educação, a iniciativa implementada no Estado do Paraná foi o ensino remoto, a mostrar preocupações da comunidade escolar quanto ao processo de ensino e aprendizagem dos surdos. Nessa escolarização, as inquietações latentes induziram a um estudo pontual e exploratório de forma remota, a cinco professores, três alunos e uma pedagoga de escola de educação bilíngue, a empregar três questionários distintos, com seis questões cada e entrevista oral. Os resultados, subsidiados pelas teorias Histórico-Cultural e Dialogismo em linguagem, demonstram: a) o ensino remoto é um desafio na preparação de aulas; b) alguns alunos vulneráveis economicamente não acessam atividades remotas; c) alunos sem auxílio parental para os estudos; d) dificuldades de compreensão e interpretação dos enunciados; e) sem contato social escolar, o isolamento afeta o desenvolvimento linguístico e social dos surdos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Since the Covid-19 outbreak in Brazil, changes occurred to face this pandemic and social isolation (lockdown) is one. The State of Paraná implemented remote education showing concerns of the school community regarding the teaching and learning of deaf students. Therefore, latent concerns led to a punctual and exploratory remote study. Five teachers, three students and one pedagogue from a school of foreign language education were questioned using three different questionnaires with six questions each and one oral interview. Results, supported by historical-cultural theories and dialogism in language, show: a) Remote teaching classes preparation is a challenge; b) some economically vulnerable students do not have access to remote activities; c) students without parental assistance to study; d) difficulty to understand and interpret the statements; e) without school social contact, isolation affects the linguistic and social development of deaf students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Desde la aparición del Covid-19 en Brasil, muchos cambios ocurrieron en el enfrentamiento a esta pandemia, siendo el aislamiento social uno de ellos. En lo referente a la educación, la iniciativa implementada en el Estado de Paraná fue las clases a distancia, la comunidad escolar demostró preocupación en cuanto al proceso de enseñanza y aprendizaje de los alumnos con deficiencia auditiva. En esta escolarización las alteraciones concentradas, guiaran a un estudio puntual y exploratorio de forma distante, a cinco docentes, cuatro alumnos y una pedagoga especializada en educación bilingüe a emplear tres cuestionarios distintos, cada uno con seis preguntas y entrevista oral. Los resultados auxiliados por las teorías Históricas-Cultural y Dialogismo en lenguaje, demuestran que: a) la educación a distancia es un desafío en la preparación de las clases; b) algunos estudiantes de pocos recursos económicos no tienen acceso a las actividades a distancia; c) alumnos sin ayuda de la familia en el estudio; d) dificultades de comprensión e interpretación de los conceptos; e) sin contacto social y escolar, el aislamiento afecta el desarrollo lingüístico y social de los alumnos con deficiencia auditiva.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Surdo]]></kwd>
<kwd lng="pt"><![CDATA[Ensino remoto]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento]]></kwd>
<kwd lng="en"><![CDATA[Deaf student]]></kwd>
<kwd lng="en"><![CDATA[Remote teaching]]></kwd>
<kwd lng="en"><![CDATA[Development]]></kwd>
<kwd lng="es"><![CDATA[Sordos]]></kwd>
<kwd lng="es"><![CDATA[Educación remota]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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