<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012017000100091</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v39i1.26066</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pedagogia surda e bilinguismo: pontos e contrapontos na perspectiva de uma educação inclusiva]]></article-title>
<article-title xml:lang="en"><![CDATA[Deaf pedagogy and bilingualism: points and counterpoints from an inclusive education perspective]]></article-title>
<article-title xml:lang="es"><![CDATA[Pedagogía sorda y bilingüismo: los pros y los contras en la perspectiva de una educación inclusiva]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Streiechen]]></surname>
<given-names><![CDATA[Eliziane Manosso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Krause-Lemke]]></surname>
<given-names><![CDATA[Cibele]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Jáima Pinheiro de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[Gilmar de Carvalho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Centro-Oeste  ]]></institution>
<addr-line><![CDATA[Irati Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista "Júlio de Mesquita Filho"  ]]></institution>
<addr-line><![CDATA[Marília São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>39</volume>
<numero>1</numero>
<fpage>91</fpage>
<lpage>101</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012017000100091&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012017000100091&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012017000100091&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. O objetivo deste ensaio &#233; discutir a inclus&#227;o de surdos em salas de aula de escolas comuns, &#224; luz do ordenamento legal em vigor, que se encontra assentado em uma perspectiva educacional inclusiva. O estudo possui uma abordagem qualitativa com levantamento bibliogr&#225;fico pertinente ao tema, com respaldo nos principais documentos da &#225;rea da surdez a partir de 2002, percorrendo a oficializa&#231;&#227;o da L&#237;ngua Brasileira de Sinais (Libras) por meio da Lei 10.436 at&#233; 2014, por ocasi&#227;o do 'Relat&#243;rio sobre a Pol&#237;tica Lingu&#237;stica de Educa&#231;&#227;o Bil&#237;ngue - L&#237;ngua Brasileira de Sinais e L&#237;ngua Portuguesa'. Dessa forma, prop&#245;e-se a apresentar a perspectiva de inclus&#227;o do Minist&#233;rio da Educa&#231;&#227;o (MEC) e da comunidade surda, as quais s&#227;o opostas. As metodologias do bilinguismo e da pedagogia surda s&#227;o apresentadas como propostas que respeitam a diferen&#231;a lingu&#237;stica e cultural dos surdos e, consequentemente, proporcionam-lhes um efetivo processo de educa&#231;&#227;o escolarizada,ao passo que a inclus&#227;o desses educandos nas mesmas salas de aula de ouvintes, com as mesmas estrat&#233;gias metodol&#243;gicas, tem ocasionado um n&#250;mero crescente de surdos analfabetos sem condi&#231;&#245;es de evolu&#237;rem em seus estudos e em outros aspectos da vida. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. The aim of this essay is to discuss the inclusion of deaf students in regular classrooms as the laws dictate, which is supported by an inclusive educational perspective. This is qualitative approach study with bibliographical survey according to the topic and the main documents of the deafness area from 2002, since the Brazilian Language of Signals (Libras) became official, through the Law 10436, until 2014, on the occasion of the 'Report on Linguistics Policies of Bilingual Education - Brazilian Language of Signals and Portuguese Language'. In this way, the article aims to present the perspective of inclusion of the Ministry of Education (MEC) and the deaf community, which are opposite. The methodologies of bilingualism and deaf pedagogy are shown as proposals respecting the linguistic and cultural differences among deaf students and, consequently, provide them with an effective process of regular education, whereas the inclusion of deaf students in regular classrooms, with the same methodological strategies, has resulted in an increasing number of illiterate deaf students unable to evolve in studies and in other aspects of life.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. El objetivo de este ensayo es discutir la inclusi&#243;n de sordos en las aulas de escuelas comunes, a la luz del ordenamiento legal en vigor, que se encuentra basado en una perspectiva educacional inclusiva. El estudio posee un enfoque cualitativo con recopilaci&#243;n bibliogr&#225;fica pertinente al tema, con respaldo en los principales documentos del &#225;rea de la sordera a partir de 2002, recorriendo la oficializaci&#243;n de la Lengua Brasile&#241;a de Se&#241;as (Libras) por medio de la Ley 10.436 hasta 2014, por cuenta del 'Informe sobre la Pol&#237;tica Ling&#252;&#237;stica de Educaci&#243;n Biling&#252;e - Lengua Brasile&#241;a de Se&#241;as y Lengua Portuguesa'. De esta forma, se propone presentar la perspectiva de inclusi&#243;n del Ministerio de la Educaci&#243;n (MEC) y la de la comunidad sorda, las cuales son opuestas. Las metodolog&#237;as del biling&#252;ismo y de la pedagog&#237;a sorda son presentadas como propuestas que respetan la diferencia ling&#252;&#237;stica y cultural de los sordos y, consecuentemente, les proporcionan un efectivo proceso de educaci&#243;n escolarizada, mientras que la inclusi&#243;n de estos educandos en las mismas aulas de oyentes, con las mismas estrategias metodol&#243;gicas, ha ocasionado un n&#250;mero creciente de sordos analfabetos sin condiciones de evolucionar en sus estudios y en otros aspectos de la vida. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[surdos]]></kwd>
<kwd lng="pt"><![CDATA[inclusão]]></kwd>
<kwd lng="pt"><![CDATA[escola bilíngue]]></kwd>
<kwd lng="pt"><![CDATA[pedagogia surda]]></kwd>
<kwd lng="en"><![CDATA[deaf people]]></kwd>
<kwd lng="en"><![CDATA[inclusion]]></kwd>
<kwd lng="en"><![CDATA[bilingual school]]></kwd>
<kwd lng="en"><![CDATA[deaf pedagogy]]></kwd>
<kwd lng="es"><![CDATA[sordos]]></kwd>
<kwd lng="es"><![CDATA[inclusión]]></kwd>
<kwd lng="es"><![CDATA[escuela bilingüe]]></kwd>
<kwd lng="es"><![CDATA[pedagogía sorda]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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