<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812019000300578</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.100i256.4021</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino de língua portuguesa escrita na educação bilíngue de surdos: questões a partir de narrativas de professores da Baixada Fluminense]]></article-title>
<article-title xml:lang="en"><![CDATA[The teaching of written Portuguese in deaf bilingual education: issues based on the narratives of teachers from Baixada Fluminense]]></article-title>
<article-title xml:lang="es"><![CDATA[Enseñanza del portugués escrito en la educación bilingüe de sordos: cuestiones a partir de las narrativas de profesores de la Baixada Fluminense]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calixto]]></surname>
<given-names><![CDATA[Hector Renan da Silveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Amelia Escotto do Amaral]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Alexandre do Amaral]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Oeste do Pará (UFOPA).  ]]></institution>
<addr-line><![CDATA[Santarém Pará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro (UERJ)  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro (UERJ).  ]]></institution>
<addr-line><![CDATA[Duque de Caxias ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio de Janeiro (PUCRJ)  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro (UERJ)  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidade Estadual de Campinas (Unicamp)  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2019</year>
</pub-date>
<volume>100</volume>
<numero>256</numero>
<fpage>578</fpage>
<lpage>593</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812019000300578&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812019000300578&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812019000300578&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A Lei nº 10.436/2002 e o Decreto nº 5.626/2005 determinam o ensino de língua portuguesa escrita para surdos, o que é corroborado pelo Plano Nacional de Educação (PNE) 2014-2024. Essas determinações impactam a formação docente e o fazer pedagógico nos anos iniciais, especialmente em contextos bilíngues e em espaços geograficamente identificados como periferias urbanas. Este artigo, de caráter original, discute como professores que atuam em salas de aula inclusivas e bilíngues percebem os desafios decorrentes do ensino de língua portuguesa escrita para surdos. Com base em princípios da pesquisa-ação, analisaram-se narrativas de professores dos anos iniciais da educação bilíngue de surdos da Baixada Fluminense. Buscou-se, nessas narrativas coletadas em um curso de extensão sobre ensino de português escrito como segunda língua, mapear concepções e expectativas dos professores em relação à aprendizagem de português escrito por surdos. Os resultados permitem, na concepção dos professores, apontar questões como: a essencialidade do entendimento da aprendizagem do português escrito por alunos surdos, na perspectiva da interculturalidade, como forma de ampliar horizontes culturais e de relacionamento com os outros; a necessidade de espaços de compartilhamento de saberes e fazeres docentes; o resgate de conhecimentos que permitam pensar pedagogicamente sobre saberes e fazeres; e o destaque do planejamento e de proposição de atividades que atendam às especificidades do ensino de português escrito como segunda língua para surdos (PL2S).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Both the Law 10.436/2002 and the Decree 5.626/2005 enforce the teaching of written Portuguese for deaf people, which is reinforced by the National Plan for Education (or Plano Nacional da Educação, in Portuguese) for 2014 - 2024. These legal ordinances affect teacher education and their pedagogical practices within primary school, especially in bilingual contexts and in the geographical areas called urban peripheries. This original article discusses how teachers who work in inclusive and bilingual classrooms perceive the challenges rose by the teaching of written Portuguese for deaf. The narratives of primary teachers of deaf bilingual education at Baixada Fluminense are analyzed with basis on the action-research principles. Within these narratives gathered at an extension course on the teaching of written Portuguese for the deaf, the aim was to identify teachers&#8217; conceptions and expectations in relation to deaf students&#8217; learning of written Portuguese. According to the teachers&#8217; conceptions, the results point towards issues such as: the essentiality in understanding the learning of written Portuguese by the deaf, in an intercultural perspective, as a way of broadening cultural and interpersonal relationship horizon; the need for spaces to share theoretical and practical knowledge; the recovery of knowledge that lead to a pedagogical thinking; and the highlight to the planning and proposition of activities that satisfy the specificities of the teaching of written Portuguese as a second language (PL2S) for the deaf.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Tanto la Ley 10.436/2002 como el Decreto 5.626/2005 determinan la enseñanza del portugués escrito para personas sordas, lo que se ve reforzado por el Plan Nacional de Educación 2014-2024 (Plano Nacional de Educação - PNE). Estas ordenanzas afectan la formación de los profesores y sus prácticas pedagógicas durante los años iniciales, especialmente en contextos bilingües y en espacios geográficamente identificados como periferias urbanas. Este artículo, de carácter original, discute cómo los profesores que trabajan en aulas inclusivas y bilingües perciben los desafíos planteados por la enseñanza del portugués escrito para sordos. Basado en los principios de la investigación-acción, se analizaron las narrativas de los profesores de los años iniciales de la educación bilingüe de sordos de la Baixada Fluminense. El objetivo del análisis de estas narrativas, obtenidas de un curso de extensión sobre enseñanza del portugués escrito para sordos, fue identificar las concepciones y expectativas de los profesores en relación con el aprendizaje de portugués escrito por estudiantes sordos. Los resultados permiten señalar temas como la esencialidad del aprendizaje del portugués escrito por alumnos sordos, en una perspectiva intercultural, como forma de ampliar el horizonte de las relaciones culturales e interpersonales, la necesidad de espacios de intercambio de conocimientos teóricos y prácticos sobre la enseñanza, la recuperación del conocimiento que conduce a un pensamiento pedagógico y, como punto culminante, la planificación y propuesta de actividades que satisfacen las especificidades de la enseñanza del portugués escrito como segunda lengua para sordos (PL2S) para sordos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino da língua portuguesa]]></kwd>
<kwd lng="pt"><![CDATA[ensino de segunda língua]]></kwd>
<kwd lng="pt"><![CDATA[surdez]]></kwd>
<kwd lng="en"><![CDATA[deafness]]></kwd>
<kwd lng="en"><![CDATA[Portuguese language instruction]]></kwd>
<kwd lng="en"><![CDATA[second language instruction]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la lengua portuguesa]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de segunda lengua]]></kwd>
<kwd lng="es"><![CDATA[sordera]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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