<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022018000100503</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634201844179339</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Prática pedagógica na educação de surdos: o entrelaçamento das abordagens no contexto escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical practice in deaf education: the intertwining of different approaches in the educational context]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Claudia Regina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Molina]]></surname>
<given-names><![CDATA[Karina Soledad Maldonado]]></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[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>44</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022018000100503&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022018000100503&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022018000100503&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo teórico busca construir o histórico da educação de surdos no Brasil. A partir da análise das abordagens de ensino: Oralismo, Comunicação Total e Bilinguismo, discutem-se práticas pedagógicas implementadas nas escolas nos diferentes momentos históricos. O mote desta discussão e análise são as orientações pedagógicas e, em específico, as atividades desenvolvidas em sala de aula. Ao pensarmos a educação de surdos e a implicação das abordagens nos diferentes períodos, não se pode construir um continuum linear e sequencial, mas uma existência diluída e difundida em graus diferenciados nos diversos períodos históricos. A divisão didática das três grandes abordagens não pode comprometer a compreensão deste objeto, tornando-a simplista. Os impactos para a educação de surdos das diferentes abordagens podem ser constatados no processo de escolarização desses estudantes. Destaque para o fato de que práticas caracterizadas por uma abordagem que, teoricamente, estaria no século XIX, estão presentes de forma efetiva em sala de aula e nas práticas pedagógicas, na relação professor&#8211;aluno e na representação social que ainda se tem do estudante surdo no espaço escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article seeks to build the history of Deaf Education in Brazil, based on the analysis of teaching approaches: Oralism, Total Communication and Bilingualism, based on discussions of pedagogical practices implemented in schools at different historical moments. The motto of this discussion and analysis are the pedagogical guidelines, and in particular the activities developed in the classroom. When thinking about Deaf Education and the implication of the approaches in the different periods one cannot construct a linear and sequential continuum, but there must be an existence diluted and diffused in different degrees in different historical periods. The didactic division of the three great approaches cannot compromise the understanding of this object, making it simplistic. The impacts of the different approaches for Deaf Education can be verified in the students&#8217; schooling process. The fact that practices characterized by an approach that would theoretically belong to the nineteenth century are present in an effective way in the classroom and in pedagogical practices, in the teacher-student relationship and in our contemporary social representations of the deaf student in the school environment.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Práticas pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[Educação de surdos]]></kwd>
<kwd lng="pt"><![CDATA[Atividades escolares]]></kwd>
<kwd lng="pt"><![CDATA[Abordagens de Ensino]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical practices]]></kwd>
<kwd lng="en"><![CDATA[Deaf education]]></kwd>
<kwd lng="en"><![CDATA[School activities]]></kwd>
<kwd lng="en"><![CDATA[Teaching approaches]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[Obras escogidas II: pensamiento y lenguaje conferencias sobre psicología]]></source>
<year>2014</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Machado Grupo de Distribución]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
