<?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>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132024000100230</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320240032</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino de Física para estudantes surdos: investigando possibilidades]]></article-title>
<article-title xml:lang="en"><![CDATA[Physics Education for deaf students: Exploring possibilities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leonelli]]></surname>
<given-names><![CDATA[Julia Cristina Salvador]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reinaldo]]></surname>
<given-names><![CDATA[Thais Adrianne Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Capellini]]></surname>
<given-names><![CDATA[Vera Lucia Messias Fialho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bellotti]]></surname>
<given-names><![CDATA[Adriana do Carmo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista (UNESP) Faculdade de Ciências (FC) ]]></institution>
<addr-line><![CDATA[Bauru SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista (UNESP) Faculdade de Ciências e Letras (FCL) ]]></institution>
<addr-line><![CDATA[Araraquara SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132024000100230&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132024000100230&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132024000100230&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este estudo teve como objetivo identificar e compreender os enfoques das investigações brasileiras sobre o Ensino de Física na escola básica para estudantes surdos, a partir de propostas didáticas inclusivas, divulgadas em periódicos brasileiros, na última década. Caracterizado como uma pesquisa qualitativa, de revisão bibliográfica, e seguindo os pressupostos da Revisão Sistemática, a busca dos dados foi realizada no repositório Scientific Electronic Library Online (SciELO). Foram selecionados quatro estudos, que apontaram a proposição, elaboração e avaliação de estratégias de ensino diversificadas, bem como de demandas e fragilidades para a concretização da inclusão dos estudantes surdos no contexto escolar, tais como a não apropriação e uso da Língua Brasileira de Sinais (Libras) pelos professores, a falta de formação dos intérpretes e a necessidade de produção de materiais didáticos específicos e sinais próprios em Libras para representação de conceitos e termos científicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study aims to identify and explain the approaches of Brazilian investigations on physics teaching in elementary schools for students who are deaf, based on inclusive didactic proposals published in Brazilian journals over the past ten years. The research is qualitative, based on a bibliographic review, and follows the assumptions of a systematic analysis. We have searched for information in the SciELO database. Four studies were selected to highlight the proposition, development, and assessment of diverse teaching strategies, as well as the requirements for weaknesses in implementing the inclusion of deaf students in the classroom, including the non-appropriation and use of the Brazilian Sign Language (Libras) interpretation method by teachers, the lack of training for interpreters, the need to create specific didactic materials, and signs in Libras to represent concepts and scientific terms.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de física]]></kwd>
<kwd lng="pt"><![CDATA[Ensino básico]]></kwd>
<kwd lng="pt"><![CDATA[Educação dos surdos]]></kwd>
<kwd lng="pt"><![CDATA[Intérprete para surdos]]></kwd>
<kwd lng="pt"><![CDATA[Revisão bibliográfica]]></kwd>
<kwd lng="en"><![CDATA[Inclusive education]]></kwd>
<kwd lng="en"><![CDATA[Physics teaching]]></kwd>
<kwd lng="en"><![CDATA[Basic education]]></kwd>
<kwd lng="en"><![CDATA[Education of the deaf]]></kwd>
<kwd lng="en"><![CDATA[Interpreter for the deaf]]></kwd>
<kwd lng="en"><![CDATA[Literature review]]></kwd>
</kwd-group>
</article-meta>
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