<?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>S1517-97022022000100707</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202248239142</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Crianças surdas e experiências com a palavra escrita]]></article-title>
<article-title xml:lang="en"><![CDATA[Deaf children and experiences with the written word]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Rosane Aparecida Favoreto da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Seabra]]></surname>
<given-names><![CDATA[Alessandra Gotuzo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria de Estado da Educação do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Presbiteriana Mackenzie  ]]></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>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022022000100707&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022022000100707&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022022000100707&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta parte de uma investigação sobre o processo de apropriação da língua portuguesa escrita por crianças surdas, sinalizantes de Língua Brasileira de Sinais (Libras), e busca descrever os seus dizeres e analisar as produções induzidas durante a pesquisa. Trata-se de pesquisa qualitativa, descritiva e de cunho exploratório. Participaram seis colaboradores que cursavam a Educação Infantil e os anos iniciais do Ensino Fundamental em uma escola de surdos. Foram utilizadas entrevistas e atividades realizadas a partir da contação de uma história em Libras. Nessas atividades, as crianças escreveram palavras, textos, completaram histórias, criaram personagens e fizeram desenhos. As entrevistas, realizadas em Libras, foram gravadas em vídeo, traduzidas e textualizadas na língua portuguesa escrita. Na análise dos dados, constatou-se que não há distinção inicial entre o processo de apropriação da língua portuguesa das crianças surdas em relação àquelas que são ouvintes, conforme relatado na literatura; entretanto, há diferenciação em relação ao momento em que as crianças ouvintes começam a relacionar o som com a grafia, caracterizando o &#8220;ponto de virada&#8221; para o entendimento do mecanismo da escrita. Problematiza-se o que pode ser tomado como o &#8220;ponto de virada&#8221; para as crianças surdas na apreensão do funcionamento da escrita. Verificou-se que elas utilizam pistas visuais e fazem conjecturas para a escrita, que podem estar relacionadas à consciência visual. Esse &#8220;ponto de virada&#8221; pode ser favorecido por um letramento bilíngue que envolva elementos como escrita de sinais, escrita diferida e escrita bilíngue, a partir de bases diferentes daquelas utilizadas com as crianças ouvintes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents part of an investigation into the process of appropriation of the written Portuguese language by deaf children, signers of Brazilian Sign Language (Língua Brasileira de Sinais [Libras]). It seeks to describe their sayings and analyze the induced productions during the research. Six collaborators participated who attended Kindergarten and early elementary school years in a deaf school. This is qualitative, descriptive and exploratory research. Interviews and activities based on telling a story in Libras were used. In these activities, the children wrote words and texts, completed stories, developed characters, and drew pictures. The interviews, conducted in Libras, were videotaped, translated and textualized in written Portuguese. Data analysis found no initial distinction between the Portuguese language appropriation process of deaf children and those who are hearing, as reported in the literature. However, there is a difference when hearing children relate sound to spelling, characterizing the &#8220;turning point&#8221; for understanding the writing mechanism. We question what can be taken as the &#8220;turning point&#8221; for deaf children in the apprehension of writing functioning. It has been found that they use visual clues and make conjectures for writing, which may be related to visual awareness. This &#8220;turning point&#8221; can be favored by a bilingual literacy that involves signwriting, deferred writing and bilingual writing from different bases than those used with hearing children.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação de surdos]]></kwd>
<kwd lng="pt"><![CDATA[Educação bilíngue de surdos]]></kwd>
<kwd lng="pt"><![CDATA[Alfabetização e letramento]]></kwd>
<kwd lng="pt"><![CDATA[Língua portuguesa escrita]]></kwd>
<kwd lng="en"><![CDATA[Deaf education]]></kwd>
<kwd lng="en"><![CDATA[Bilingual education for the deaf]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="en"><![CDATA[Written Portuguese language]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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