<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432023000100277</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2023.v32.n69.p277-290</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[LÍNGUA DE SINAIS E AMBIENTES VIRTUAIS DE APRENDIZAGEM: MAPEAMENTO SISTEMÁTICO DA LITERATURA]]></article-title>
<article-title xml:lang="en"><![CDATA[SIGN LANGUAGE AND VIRTUAL LEARNING ENVIRONMENTS: SYSTEMATIC LITERATURE MAPPING]]></article-title>
<article-title xml:lang="es"><![CDATA[LENGUA DE SEÑAS Y ENTORNOS VIRTUALES DE APRENDIZAJE: MAPEO SISTEMÁTICO DE LA LITERATURA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Aline Dubal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ludovico]]></surname>
<given-names><![CDATA[Francieli Motter]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barcellos]]></surname>
<given-names><![CDATA[Patrícia da Silva Campelo Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>32</volume>
<numero>69</numero>
<fpage>277</fpage>
<lpage>290</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432023000100277&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432023000100277&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432023000100277&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A Língua de Sinais (LS) constitui os sujeitos surdos (SS) com identidade e cultura específica. As LS fazem parte da sociedade e, além da comunidade surda, os ouvintes têm se interessado em aprendê-la. Acredita-se que as Tecnologias Digitais da Informação e Comunicação são instrumentos mediadores que podem otimizar o ensino e o aprendizado de uma LS e promover a interação do surdo na sociedade. Uma das possibilidades é a utilização de ambientes virtuais de aprendizagem (AVA); para tanto, esses precisam ser acessíveis e bilíngues para os SS. Assim, a presente investigação realizou um mapeamento sistemático da literatura, o qual teve como objetivo identificar ambientes virtuais de aprendizagem existentes voltados para o ensino e aprendizado de uma Língua de Sinais, a fim de verificar se esses apresentam as seguintes características: ser acessível e bilíngue; sobre Libras; ser destinado a SS, aprendizes ouvintes (AO) e tradutores e intérpretes de LS (TILS); tratar de variações linguísticas e buscar constituir comunidades de prática. Cinco ambientes foram encontrados, todos acessíveis e bilíngues, e os resultados colaboram com futuras pesquisas e implementações que venham fortalecer e promover o aprendizado e valorização dessa língua.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Sign Language (SL) constitutes deaf people (DP) with specific identity and culture. SL are part of society and beyond the deaf community, hearing people have been interested in learning it. It is believed that Digital Information and Communication Technologies are mediative instruments that can optimize SL teaching and learning and promote the deaf interaction in society. One of the possibilities is the use of virtual learning environments (AVA), for this, they need to be accessible and bilingual for the DP. Thus, the present investigation carried out a systematic mapping of the literature, which aimed to identify Virtual Learning Environment focused on teaching and learning a Sign Language, in order to verify if they present the following features: being accessible and bilingual; being about Libras; being destined to DP, hearing students (HS) and SL Interpreters (SLI); dealing with linguistic variations and seeking to constitute communities of practice. Five environments were found, and the results collaborate with future research and implementations that come to strengthen and promote this language learning and its appreciation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La Lengua de Señas (LS) constituye sujetos sordos (SS) con una identidad y cultura específicas. Lengua de Señas es parte de la sociedad y, además de la comunidad sorda, los oyentes se han interesado por aprenderla. Se cree que las Tecnologías Digitales de la Información y la comunicación son instrumentos mediadores que pueden optimizar la enseñanza y el aprendizaje de una LS y favorecer la interacción de las personas sordas en la sociedad. Una de las posibilidades es el uso de entornos virtuales de aprendizaje (EVA), para lo cual deben ser accesibles y bilingües a los SS. Así, la presente investigación realizó un mapeo sistemático de la literatura, que tuvo como objetivo identificar los entornos virtuales de aprendizaje existentes dirigidos a la enseñanza y aprendizaje de una Lengua de Señas, con el fin de verificar si cuentan con las siguientes características: ser accesibles y bilingües; sobre Libras; estar dirigido a SS, aprendices oyentes (AO) y traductores e intérpretes de LS (TILS), tratar de variaciones lingüísticas y buscar constituir comunidades de práctica. Se encontraron cinco ambientes, todos accesibles y bilingües, y los resultados colaboran con futuras investigaciones e implementaciones que fortalecerán y promoverán el aprendizaje y apreciación de esa lengua.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Língua de Sinais]]></kwd>
<kwd lng="pt"><![CDATA[Libras]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[Acessibilidade]]></kwd>
<kwd lng="pt"><![CDATA[AVA]]></kwd>
<kwd lng="en"><![CDATA[Sign language]]></kwd>
<kwd lng="en"><![CDATA[Libras]]></kwd>
<kwd lng="en"><![CDATA[Technology]]></kwd>
<kwd lng="en"><![CDATA[Accessibility]]></kwd>
<kwd lng="en"><![CDATA[VLE]]></kwd>
<kwd lng="es"><![CDATA[Lengua de Señas]]></kwd>
<kwd lng="es"><![CDATA[Libras]]></kwd>
<kwd lng="es"><![CDATA[Tecnología]]></kwd>
<kwd lng="es"><![CDATA[Accesibilidad]]></kwd>
<kwd lng="es"><![CDATA[EVA]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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