<?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>S1809-38762018000200364</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2018v16i2p364-392</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A PRODUÇÃO DE RECURSOS EDUCACIONAIS ABERTOS (REA) EM LIBRAS NO ENSINO SUPERIOR]]></article-title>
<article-title xml:lang="en"><![CDATA[THE PRODUCTION OF OPEN EDUCATIONAL RESOURCES (OER) IN LIBRAS IN HIGHER EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[LA PRODUCCIÓN DE RECURSOS EDUCACIONALES ABIERTOS (REA) EN LIBRAS EN LA ENSEÑANZA SUPERIOR]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Shimazaki]]></surname>
<given-names><![CDATA[Neide Mitiyo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres]]></surname>
<given-names><![CDATA[Patrícia Lupion]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kowalski]]></surname>
<given-names><![CDATA[Raquel Pasternak Glitz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,PUCPR  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,PUCPR  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,PUCPR  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>16</volume>
<numero>2</numero>
<fpage>364</fpage>
<lpage>392</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762018000200364&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762018000200364&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762018000200364&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A pesquisa apresenta a produ&#231;&#227;o de Recurso Educacional Aberto (REA) em L&#237;ngua Brasileira de Sinais (Libras) como parte da Pesquisa e Inova&#231;&#227;o Respons&#225;veis (RRI), proposto pelo Uni&#227;o Europeia e executado no &#226;mbito do Projeto Engage, em uma universidade de grande porte de Curitiba. Destaca-se que o Decreto n.&#186; 5626/2005 determina o ensino de Libras no Ensino Superior, como disciplina obrigat&#243;ria nos cursos de licenciaturas e optativas nos demais cursos de gradua&#231;&#227;o. Essa realidade sem precedentes enfrenta a escassez de material did&#225;tico em Libras. O objetivo desta pesquisa quali-quantitativa foi analisar as contribui&#231;&#245;es dos REA para a aprendizagem da Libras como segunda l&#237;ngua para alunos de gradua&#231;&#227;o, tendo em vista a inclus&#227;o escolar do surdo. Trezentos e cinquenta alunos, integraram esta pesquisa participativa e produziram um v&#237;deo em Libras sobre Agrobiodiversidade e alimentos transg&#234;nicos, formatando a aprendizagem colaborativa. Tem-se a seguinte pergunta norteadora da pesquisa: Quais as contribui&#231;&#245;es dos REA para a aprendizagem da Libras como segunda l&#237;ngua para alunos de gradua&#231;&#227;o, tendo em vista a inclus&#227;o escolar do surdo? Vale ressaltar que os alunos criaram o sinal em Libras de transg&#234;nicos, aprovado pela comunidade surda, o qual foi formulado em situa&#231;&#245;es de intera&#231;&#245;es comunicativas. Assim, os participantes apropriaram-se do conceito de educa&#231;&#227;o cont&#237;nua e diversificada, na tarefa de disseminar a Libras no formato de REA, com consci&#234;ncia e criticidade em respeito ao direito lingu&#237;stico das pessoas surdas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The research presents the production of Open Educational Resource (OER) in Brazilian Sign Language (Libras) as part of Research and Responsible Innovation (RRI), proposed by the European Union and executed by the Engage Project, in a large university in Curitiba. It should be noted that Decree 5626/2005 determines the teaching of Libras in Higher Education, as a compulsory subject in undergraduate and elective courses in other undergraduate courses. This unprecedented reality faces the shortage of didactic material in Libras. The purpose of this qualitative-quantitative research was to analyze the contributions of OER to the learning of Libras as a second language for undergraduate students, in view of the school inclusion of the deaf. Three hundred and fifty students integrated this participative research, of thirteen undergraduate courses, that produced a video in Libras on Agrobiodiversity and transgenic foods, formatting the collaborative learning. The following guiding question is asked: What are the contributions of OER to the learning of Libras as a second language for undergraduate students, in view of the school inclusion of the deaf? It is worth mentioning that the students created the sign in Libras of transgenics approved by the deaf community, which was formulated in situations of communicative interactions. Thus, the participants appropriated the concept of continuous and diversified education, in the task of disseminating Libras in the OER format, with conscience and criticism regarding the linguistic right of deaf people.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La investigaci&#243;n presenta la producci&#243;n de Recurso Educativo Abierto (REA) en Lengua Brasile&#241;a de Signos (Libras) como parte de la Investigaci&#243;n e Innovaci&#243;n Responsables (RRI), propuesto por la Uni&#243;n Europea y ejecutado por el Proyecto Engage, en una universidad de gran porte de Curitiba. Se destaca que el Decreto n&#186; 5626/2005 determina la ense&#241;anza de Libras en la Ense&#241;anza Superior, como disciplina obligatoria en los cursos de licenciaturas y optativas en los dem&#225;s cursos de graduaci&#243;n. Esta realidad sin precedentes se enfrenta a la escasez de material did&#225;ctico en Libras. El objetivo de esta investigaci&#243;n cuali-cuantitativa fue analizar las contribuciones de los REA para el aprendizaje de la Libras como segunda lengua para alumnos de graduaci&#243;n, teniendo en vista la inclusi&#243;n escolar del sordo. Trece y cincuenta alumnos integraron esta investigaci&#243;n participativa, de trece cursos de graduaci&#243;n, que produjeron un v&#237;deo en Libras sobre Agrobiodiversidad y alimentos transg&#233;nicos, formateando el aprendizaje colaborativo. Se tiene la siguiente pregunta orientadora de la investigaci&#243;n: &#191;Cu&#225;les son las contribuciones de los REA para el aprendizaje de la Libras como segunda lengua para alumnos de graduaci&#243;n, con vistas a la inclusi&#243;n escolar del sordo? Es importante resaltar que los alumnos crearon el signo en Libras de transg&#233;nicos aprobados por la comunidad sorda, el cual fue formulado en situaciones de interacciones comunicativas. As&#237;, los participantes se apropiaron del concepto de educaci&#243;n continua y diversificada, en la tarea de diseminar la Libras en el formato de REA, con conciencia y criticidad en respeto al derecho ling&#252;&#237;stico de las personas sordas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Libras]]></kwd>
<kwd lng="pt"><![CDATA[REA]]></kwd>
<kwd lng="pt"><![CDATA[Projeto Engage]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="en"><![CDATA[Libras]]></kwd>
<kwd lng="en"><![CDATA[OER]]></kwd>
<kwd lng="en"><![CDATA[Project Engage]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="es"><![CDATA[Libras]]></kwd>
<kwd lng="es"><![CDATA[REA]]></kwd>
<kwd lng="es"><![CDATA[Diseño Engage]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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