<?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>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382020000400571</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702020v26e0095</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Libras e Formação Docente: da Constatação à Superação de Hierarquias]]></article-title>
<article-title xml:lang="en"><![CDATA[Brazilian Sign Language and Teacher Training: from Observation to Overcoming Hierarchies]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[KENDRICK]]></surname>
<given-names><![CDATA[Denielli]]></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="Af2">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Ponta Grossa Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual do Centro-Oeste Departamento de Educação Física ]]></institution>
<addr-line><![CDATA[Irati Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<volume>26</volume>
<numero>4</numero>
<fpage>571</fpage>
<lpage>586</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382020000400571&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382020000400571&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382020000400571&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este estudo tem como objetivo analisar o espaço ocupado pela disciplina de Libras no currículo de um curso de licenciatura e qual sua competência formativa para o futuro professor. Com abordagem qualitativa, traz a entrevista não-diretiva como instrumento para a investigação, atrelado ao referencial teórico em que os estudos bourdieusianos assumem papel central no percurso metodológico. Os agentes participantes foram os docentes da disciplina de Libras e os docentes do Departamento de Pedagogia de uma Universidade Estadual, no interior do Paraná. Foi possível averiguar que o curso de Pedagogia tem por centralidade, na formação, a docência para Educação Infantil e anos iniciais do Ensino Fundamental. Há uma ideia recorrente entre os docentes de que as disciplinas de Fundamentos ocupam mais espaço no currículo e as hierarquias dos saberes se mostram imperativas no contexto da organização curricular. A disciplina de Libras, e sua implementação, no curso é de ordem legal, com pouca ou nenhuma mobilidade dentro do currículo, e a ela se tem atribuído um papel de formadora do pedagogo para o ensino de surdos, na perspectiva da inclusão educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This study aims to analyze the space occupied by the Brazilian Sign Language discipline in the curriculum of a teaching undergraduate course and what its formative competence for the future teacher is. With a qualitative approach, it brings the non-directive interview as an instrument for investigation, linked to the theoretical framework in which Bourdieusian studies assume a central role in the methodological path. The participating agents were the professors of the Brazilian Sign Language discipline and the professors of the Department of Pedagogy of a State University, in the hinterlands of the state of Paraná, Brazil. It was possible to ascertain that the Pedagogy course focuses on teaching for Early Childhood Education and early grades of Elementary School. There is a recurring idea among professors that the disciplines of Fundamentals occupy more space in the curriculum and the hierarchies of knowledge are imperative in the context of curricular organization. The Brazilian Sign Language discipline, and its implementation in the course, is of legal order with little or no mobility within the curriculum, and it has been assigned the role of educator of the pedagogue for deaf education, in the perspective of educational inclusion.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Libras]]></kwd>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="en"><![CDATA[Brazilian Sign Language]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
</kwd-group>
</article-meta>
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