<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742019000300064</article-id>
<article-id pub-id-type="doi">10.1590/198053145975</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[DEPLOYMENT OF THE HIGHER EDUCATION POLICY FOR THE TRAINING OF LIBRAS TEACHERS]]></article-title>
<article-title xml:lang="fr"><![CDATA[DÉPLOIEMENTS DE LA POLITIQUE DE L&#8217;ENSEIGNEMENT SUPÉRIEUR POUR LA FORMATION DES ENSEIGNANTS DE LANGUE DES SIGNES]]></article-title>
<article-title xml:lang="es"><![CDATA[EVOLUCIÓN DE LA POLÍTICA DE EDUCACIÓN SUPERIOR PARA LA FORMACIÓN DEL DOCENTE DE LIBRAS]]></article-title>
<article-title xml:lang="pt"><![CDATA[DESDOBRAMENTOS DA POLÍTICA DE EDUCAÇÃO SUPERIOR PARA FORMAÇÃO DO DOCENTE DE LIBRAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kumada]]></surname>
<given-names><![CDATA[Kate Mamhy Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prieto]]></surname>
<given-names><![CDATA[Rosângela Gavioli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do ABC  ]]></institution>
<addr-line><![CDATA[Santo André SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>49</volume>
<numero>173</numero>
<fpage>64</fpage>
<lpage>84</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742019000300064&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742019000300064&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742019000300064&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this article is to identify and analyze the deployment of the higher education policies directed at the training of Brazilian Sign Language teachers in the upcoming decade, under decree 5.626 from 2005. Documentary research, based on content analysis, allowed the outlining of a panorama of the courses offered at federal higher education institutions in Bilingual Pedagogy and a Degree in Libras, from 2006 to 2015. The results revealed that the distance learning modality was the main one linked to the expansion of the number of vacancies. However, in a general estimate, there is still a small number of vacancies and higher education courses for these professionals, especially in the segment that includes early childhood education and the first years of elementary school. This shows the lack of graduates from these courses, in the national scenario.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé L&#8217;objectif de cet article est d&#8217;identifier et d&#8217;analyser les déploiements des politiques d&#8217;enseignement supérieur destinées aux cours de formation d&#8217;enseignants de langue des signes dans la décennie qui a suivi le décret 5626 de 2005 au Brésil. L&#8217;analyse du contenu a appuyé la recherche documentaire et a permis de présente un aperçu de l&#8217;offre de cours chez les institutions fédérales supérieures de l&#8217;enseignement bilingue et de licence en lettres en langue des signes brésilienne dans la période 2006-2015. Les résultats ont dévoilé que l&#8217;éducation à distance a été le principal allié pour l&#8217;expansion du nombre de places offertes, mais dans l&#8217;ensemble, elles sont encore peu nombreuses bien que les cours d&#8217;enseignement supérieur de formation des professionnels, en particulier de l&#8217;éducation préscolaire et de premières années du primaire. Il em ressort le manque de diplômés dans le scénario national.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este artigo es identificar y analizar la evolución de las políticas de educación superior direccionadas hacia los cursos para formación de profesores de Lengua de Señas Brasileña en la década ulterior al Decreto 5.626 de 2005. La investigación documental, guiada por las contribuciones del análisis de contenido, permitió delinear un panorama de la oferta realizada por instituciones federales de cursos superiores de Pedagogía Bilingüe y Licenciatura en Letras Libras en el período entre 2006 y 2015. Los resultados desvelaron que la educación a distancia fue la principal aliada en la expansión del número de vacantes, aunque, en el cómputo general, haya un número todavía escaso de vacantes y cursos superiores para la formación de estos profesionales, sobre todo en el segmento que abarca la educación infantil y a los años iniciales de la enseñanza primaria. Se denota con eso la carencia de egresados de esos cursos en el escenario nacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste artigo consiste em identificar e analisar os desdobramentos das políticas de educação superior voltadas aos cursos para formação de professores de Língua Brasileira de Sinais na década ulterior ao Decreto n. 5.626 de 2005. A pesquisa documental, pautada nas contribuições da análise de conteúdo, permitiu delinear um panorama da oferta realizada por instituições federais de cursos superiores de Pedagogia Bilíngue e Licenciatura em Letras Libras no período entre 2006 e 2015. Os resultados desvelaram que a educação a distância foi a principal aliada na expansão do número de vagas, embora, no cômputo geral, haja um quantitativo ainda escasso de vagas e cursos superiores para a formação desses profissionais, sobretudo no segmento que abrange a educação infantil e os anos iniciais do ensino fundamental. Denota-se com isso a carência de egressos desses cursos no cenário nacional.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[BRAZILIAN SIGN LANGUAGE]]></kwd>
<kwd lng="en"><![CDATA[TEACHER TRAINING]]></kwd>
<kwd lng="en"><![CDATA[HIGHER EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[HEARING IMPAIRED]]></kwd>
<kwd lng="fr"><![CDATA[LANGUE DES SIGNES]]></kwd>
<kwd lng="fr"><![CDATA[FORMATION DES ENSEIGNANTS]]></kwd>
<kwd lng="fr"><![CDATA[ENSEIGNEMENT SUPÉRIEUR]]></kwd>
<kwd lng="fr"><![CDATA[HANDICAPÉ AUDITIF]]></kwd>
<kwd lng="es"><![CDATA[LENGUA DE SEÑAS BRASILEÑA]]></kwd>
<kwd lng="es"><![CDATA[FORMACIÓN DE PROFESORES]]></kwd>
<kwd lng="es"><![CDATA[ENSEÑANZA SUPERIOR]]></kwd>
<kwd lng="es"><![CDATA[DEFICIENTE AUDITIVO]]></kwd>
<kwd lng="pt"><![CDATA[LÍNGUA BRASILEIRA DE SINAIS]]></kwd>
<kwd lng="pt"><![CDATA[FORMAÇÃO DE PROFESSORES]]></kwd>
<kwd lng="pt"><![CDATA[ENSINO SUPERIOR]]></kwd>
<kwd lng="pt"><![CDATA[DEFICIENTE DA AUDIÇÃO]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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