<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[Etd]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922017000500691</article-id>
<article-id pub-id-type="doi">10.20396/etd.v19i4.8648637</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Acima de tudo, que a escola nos ensine. Em defesa da escola de surdos]]></article-title>
<article-title xml:lang="en"><![CDATA[Above all, let tha school teach us. In defense of the school for the deaf]]></article-title>
<article-title xml:lang="es"><![CDATA[Sobre todo, que la escuela nos enseñe. En defensa de la escuela de sordos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Maura Corcini]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Veiga-Neto]]></surname>
<given-names><![CDATA[Alfredo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos  ]]></institution>
<addr-line><![CDATA[São Leopoldo 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>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>19</volume>
<numero>4</numero>
<fpage>691</fpage>
<lpage>704</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922017000500691&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922017000500691&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922017000500691&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMOA luta &#233; condi&#231;&#227;o da exist&#234;ncia surda. Em maio de 2011, surdos de todo o Brasil sa&#237;ram &#224;s ruas em defesa da escola de surdos. Foi um movimento sem precedentes em nosso pa&#237;s. Mobilizados, os intelectuais surdos redigiram uma carta ao Ministro da Educa&#231;&#227;o. Em sintonia com seu tempo, eles afirmavam o direito &#224; educa&#231;&#227;o que atendesse &#224;s suas especificidades lingu&#237;sticas e culturais. A mobiliza&#231;&#227;o em defesa da escola ocupou as ruas quando era iminente a amea&#231;a do fechamento do Instituto Nacional de Educa&#231;&#227;o de Surdos (INES). Na carta, os surdos concordavam que crian&#231;as e jovens com defici&#234;ncia deveriam estar na escola, mas discordavam que a escola inclusiva fosse o &#250;nico e melhor espa&#231;o para que os alunos aprendessem. Diante dos discursos pr&#243;-inclus&#227;o, eles afirmavam quererem conviver com os demais cidad&#227;os brasileiros; por&#233;m, acima de tudo, queriam que a escola ensinasse. A partir dos Estudos Foucaultianos articulados aos Estudos Surdos em Educa&#231;&#227;o, prop&#245;e-se analisar documentos e narrativas surdas em defesa da escola de surdos. Para tanto, parte-se do entendimento da surdez como experi&#234;ncia de subjetiva&#231;&#227;o constitu&#237;da, entre outros atravessamentos, pela escola e pelos exerc&#237;cios de liberdade e de conviv&#234;ncia surda entre surdos na escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Struggle has been a condition of the deaf existence. In May 2011, deaf people from all over Brazil took the streets in defense of the deaf school. It was an unprecedented movement in the Brazilian deaf history. Mobilized, deaf intellectuals wrote a letter to the Minister of Education in which the deaf, in tune with their time, stated the right to education that could meet their linguistic and cultural specificities. The mobilization in defense of the school occupied the streets when the National Institute of Deaf Education (INES) was about to be closed. In the letter, the deaf agreed that impaired children and youths should attend school, but disagreed that the inclusive school was the only and the best setting for students to learn. Considering discourses for inclusion, the deaf claimed that they wanted to mingle with other Brazilian citizens; however, above all, they wanted that the school could teach. Grounded on Foucauldian Studies articulated with Deaf Studies in Education, this paper analyzes documents and deaf narratives in defense of the deaf school. Deafness is understood as an experience of subjectivation that is constituted, among other intersections, by the school and the exercises of deaf freedom and living in the school.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La lucha es condici&#243;n de existencia de los sordos. En mayo de 2011, sordos de todo Brasil salieron a las calles en defensa de la escuela de sordos. Fue un movimiento sin precedentes en la historia de nuestro pa&#237;s. Movilizados, los intelectuales sordos escribieron una carta al Ministro de Educaci&#243;n. En sinton&#237;a con su tiempo, ellos afirmaban el derecho a una educaci&#243;n que atendiera sus especificidades ling&#252;&#237;sticas y culturales. La movilizaci&#243;n en defensa de la escuela ocup&#243; las calles en un momento en que la amenaza de cierre del Instituto Nacional de Educaci&#243;n de Sordos (INES) era inminente. En la carta, los sordos se mostraban de acuerdo en que los ni&#241;os y j&#243;venes con deficiencia deber&#237;an estar en la escuela, pero rechazaban la idea de que la escuela inclusiva fuera el &#250;nico y mejor espacio para que los alumnos aprendieran. Frente a los discursos en favor de la inclusi&#243;n, ellos declaraban su deseo de convivir con los dem&#225;s ciudadanos brasileros; no obstante, por encima de todo, quer&#237;an que la escuela ense&#241;ase. A partir de los Estudios Foucaultianos articulados con los Estudios Sordos en Educaci&#243;n, se propone analizar documentos y narrativas de los sordos en defensa de la escuela de sordos. Para ello, se parte del entendimiento de la sordera como experiencia de subjetivaci&#243;n constituida, entre otros cruzamientos, por la escuela de sordos y por los ejercicios de libertad y de convivencia entre sordos que en ella tienen lugar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Educação de Surdos]]></kwd>
<kwd lng="pt"><![CDATA[Experiência]]></kwd>
<kwd lng="pt"><![CDATA[Movimento Surdo.]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Deaf Education]]></kwd>
<kwd lng="en"><![CDATA[Experience]]></kwd>
<kwd lng="en"><![CDATA[Deaf Movement]]></kwd>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
<kwd lng="es"><![CDATA[Educación de Sordos]]></kwd>
<kwd lng="es"><![CDATA[Experiencia]]></kwd>
<kwd lng="es"><![CDATA[Movimiento Sordo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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