<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822018000200219</article-id>
<article-id pub-id-type="doi">10.20435/serie-estudos.v23i48.1101</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os currículos praticados no cotidiano escolar na educação de surdos: entre a prescrição e a emancipação]]></article-title>
<article-title xml:lang="en"><![CDATA[The curricula practiced in school daily life in the education of the deaf: between prescription and emancipation]]></article-title>
<article-title xml:lang="es"><![CDATA[Los currículos practicados en el cotidiano escolar en la educación de sordos: entre la prescripción y la emancipación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fini]]></surname>
<given-names><![CDATA[Danielle Aguiar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fetzner]]></surname>
<given-names><![CDATA[Andréa Rosana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<numero>48</numero>
<fpage>219</fpage>
<lpage>239</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822018000200219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822018000200219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822018000200219&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo apresenta pesquisa realizada em Programa de P&#243;s-Gradua&#231;&#227;o em Educa&#231;&#227;o. Buscou-se compreender a rela&#231;&#227;o entre as prescri&#231;&#245;es e as pr&#225;ticas curriculares de duas professoras dos anos iniciais do Col&#233;gio de Aplica&#231;&#227;o do Instituto Nacional de Educa&#231;&#227;o de Surdos (INES). A metodologia envolveu a observa&#231;&#227;o participante e entrevistas semiestruturadas. O estudo apresenta um breve panorama da hist&#243;ria do INES, destacando seu espa&#231;o na educa&#231;&#227;o de surdos no Brasil e reflex&#245;es acerca da import&#226;ncia do estudo curricular na educa&#231;&#227;o de sujeitos surdos, considerando as especificidades da surdez e a import&#226;ncia da linguagem para a integra&#231;&#227;o social e para a aprendizagem. Optando por uma an&#225;lise de base intercultural, o resultado aponta para duas perspectivas curriculares de regula&#231;&#227;o: uma prescritiva e outra que ultrapassa a prescri&#231;&#227;o, por meio de pr&#225;ticas curriculares que valorizam os conhecimentos, referentes ao cotidiano, trazidos pelos estudantes e, portanto, regula&#231;&#245;es que contribuem para emancipa&#231;&#227;o dos estudantes e dos docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents a research carried out in the Graduate Program in Education. It was sought to understand the relationship between the prescriptions and curricular practices of two teachers from the initial years of the College of Application of the National Institute of Education of the Deaf (INES). The methodology involved participant observation and semi-structured interviews.The study presents a brief overview the history of INES, with emphasis on its space in the education of the deaf in Brazil, considering the specificities of deafness and the importance of language for social integration and for learning. Opting for an intercultural analysis, the result points to two curricular perspectives of regulation: one prescriptive and one that goes beyond prescription, through curricular practices that value the knowledge, referring to the daily life, brought by students and, therefore, regulations that contribute to the emancipation of students and teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este art&#237;culo presenta una investigaci&#243;n realizada en el Programa de Postgrado en Educaci&#243;n. Se busc&#243; comprender la relaci&#243;n entre las prescripciones y las pr&#225;cticas curriculares de dos profesoras de los a&#241;os iniciales del Colegio de Aplicaci&#243;n del Instituto Nacional de Educaci&#243;n de Sordos (INES). La metodolog&#237;a implic&#243; la observaci&#243;n participante y entrevistas semiestructuradas. O estudio presenta un breve panorama de la historia del INES, con destaque para su espacio en la educaci&#243;n de sordos en Brasil, reflexiones acerca de la importancia del estudio curricular en la educaci&#243;n de sordos, considerando las especificidades de la sordera y la importancia del lenguaje para la integraci&#243;n social y para el aprendizaje. optando por un an&#225;lisis de base intercultural, y describe las perspectivas curriculares de regulaci&#243;n presentes en el cotidiano de dos clases de los a&#241;os iniciales del INES, bajo la perspectiva de los estudios interculturales. El resultado apunta a dos perspectivas curriculares de regulaci&#243;n: una prescriptiva y otra que supera la prescripci&#243;n, por medio de pr&#225;cticas curriculares que valoran los conocimientos, referentes a lo cotidiano, tra&#237;dos por los estudiantes y, por lo tanto, regulaciones que contribuyen a la emancipaci&#243;n de los estudiantes y de los docentes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação de surdos]]></kwd>
<kwd lng="pt"><![CDATA[INES]]></kwd>
<kwd lng="pt"><![CDATA[currículos praticados]]></kwd>
<kwd lng="en"><![CDATA[deaf education]]></kwd>
<kwd lng="en"><![CDATA[INES]]></kwd>
<kwd lng="en"><![CDATA[practical curricula]]></kwd>
<kwd lng="es"><![CDATA[educación de sordos]]></kwd>
<kwd lng="es"><![CDATA[INES]]></kwd>
<kwd lng="es"><![CDATA[curriculum practicados]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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