<?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>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492015000300058</article-id>
<article-id pub-id-type="doi">10.17058/rea.v23i3.5852</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Leitura de imagens em arte: um olhar para a educação de surdos]]></article-title>
<article-title xml:lang="en"><![CDATA[Image reading in art: a look for the deaf education]]></article-title>
<article-title xml:lang="es"><![CDATA[Lectura de imágenes en arte: una mirada para la educación de sordos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kappaun]]></surname>
<given-names><![CDATA[Ivan Jeferson]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Müller]]></surname>
<given-names><![CDATA[Janete Inês]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kipper]]></surname>
<given-names><![CDATA[Daiane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Thoma]]></surname>
<given-names><![CDATA[Adriana da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia Farroupilha  ]]></institution>
<addr-line><![CDATA[São Vicente do Sul RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2015</year>
</pub-date>
<volume>23</volume>
<numero>3</numero>
<fpage>58</fpage>
<lpage>78</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492015000300058&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492015000300058&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492015000300058&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este trabalho prop&#245;e uma reflex&#227;o sobre a leitura de imagens realizada por sujeitos surdos que estudam em uma turma comum do 2&#186; Ano do Ensino M&#233;dio, em uma escola da rede p&#250;blica de Santa Cruz do Sul/RS. Na articula&#231;&#227;o aos Estudos Surdos e &#224; Arte-Educa&#231;&#227;o, problematizam-se as implica&#231;&#245;es da experi&#234;ncia visual surda na educa&#231;&#227;o escolar, tendo em vista a observa&#231;&#227;o de uma atividade pr&#225;tica, em que se atribui significado a imagens art&#237;sticas por meio da 'Proposta Triangular do Ensino de Arte' (BARBOSA, 1991). Desenvolvida na disciplina de Arte e mediada por tradutores e int&#233;rpretes de l&#237;ngua de sinais (TILS), a atividade realizada oportunizou a aproxima&#231;&#227;o dos alunos ao objeto imag&#233;tico e seu contexto. Considerando-se as identidades surdas, evidencia-se um processo de leitura de imagens que toma como base a visualidade e as experi&#234;ncias singulares de cada sujeito na constru&#231;&#227;o de significados. Em arte e na educa&#231;&#227;o de surdos, a linguagem visual assume centralidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper proposes a reflection about the image reading performed by deaf people, who study at a common class of the 2nd High School, in a public school of Santa Cruz do Sul/RS. In conjunction with Deaf Studies and Art Education, it problematize implications of deaf visual experience in school education, with a view to observing a practical activity, in which assigns meaning to artistic images through the 'Triangular Proposal for Teaching Art' (BARBOSA, 1991). Designed in the discipline of Art and mediated by translators and sign language interpreters, the activity carried out provided an opportunity to approach the students to imagery object and its context. Considering the deaf identities, there is evidence of an image reading process that builds on the visual and the unique experiences of each subject in the construction of meanings. In art and in deaf education, the visual language is central]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este trabajo propone una reflexi&#243;n sobre la lectura de im&#225;genes realizada por sujetos sordos, que estudian en una clase com&#250;n del 2&#186; a&#241;o de la Ense&#241;anza Mediana, en una escuela p&#250;blica de Santa Cruz do Sul/RS. En la articulaci&#243;n a los Estudios Sordos y a el Arte-Educaci&#243;n, se problematizan las implicaciones de la experiencia visual sorda en la educaci&#243;n escolar, teniendo en cuenta la observaci&#243;n de una actividad pr&#225;ctica, en la cual se atribuye significado a im&#225;genes art&#237;sticas por medio de la "Propuesta Triangular de Ense&#241;anza de Arte" (BARBOSA, 1991). Desarrollada en la asignatura de Arte y mediada por traductores e int&#233;rpretes de la lengua de se&#241;as (TILS), la actividad realizada ha permitido la aproximaci&#243;n de los alumnos al objeto imaginario y su contexto. Consider&#225;ndose las diferencias sordas, se evidencia un proceso de lectura de im&#225;genes que se basa en lo visual y en las experiencias singulares de cada sujeto en la construcci&#243;n de significados. En arte y en educaci&#243;n de sordos, el lenguaje visual asume centralidade.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Surdos]]></kwd>
<kwd lng="pt"><![CDATA[Leitura de Imagens]]></kwd>
<kwd lng="pt"><![CDATA[Linguagem Visual]]></kwd>
<kwd lng="pt"><![CDATA[Arte-Educação]]></kwd>
<kwd lng="pt"><![CDATA[Estudos Surdos]]></kwd>
<kwd lng="en"><![CDATA[Deaf]]></kwd>
<kwd lng="en"><![CDATA[Image Reading]]></kwd>
<kwd lng="en"><![CDATA[Visual Language. Art Education]]></kwd>
<kwd lng="en"><![CDATA[Deaf Studies]]></kwd>
<kwd lng="es"><![CDATA[Sordos]]></kwd>
<kwd lng="es"><![CDATA[Lectura de Imágenes]]></kwd>
<kwd lng="es"><![CDATA[Lenguaje Visual]]></kwd>
<kwd lng="es"><![CDATA[Arte-Educación]]></kwd>
<kwd lng="es"><![CDATA[Estudios Sordos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
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<surname><![CDATA[LOPES]]></surname>
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<surname><![CDATA[VEIGA-NETO]]></surname>
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<year></year>
<volume>24</volume>
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<publisher-name><![CDATA[UFSC /CED]]></publisher-name>
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</name>
<name>
<surname><![CDATA[QUADROS]]></surname>
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<source><![CDATA[Revista Teias]]></source>
<year></year>
<volume>16</volume>
<page-range>72-88</page-range><publisher-name><![CDATA[UERJ]]></publisher-name>
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<source><![CDATA[Ponto de Vista]]></source>
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<numero>05</numero>
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</back>
</article>
