<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. educ.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932017000300405</article-id>
<article-id pub-id-type="doi">10.24220/P1519-3993-2017220300006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EPLIBRAS: a experiência de um projeto bilíngue de preparação de alunos surdos para o Exame Nacional do Ensino Médio]]></article-title>
<article-title xml:lang="en"><![CDATA[EPLIBRAS: The experience of a bilingual project of preparation of deaf students for National Exam of Secondary Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garcia]]></surname>
<given-names><![CDATA[Maria Izabel dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Fluminense Instituto de Biologia ]]></institution>
<addr-line><![CDATA[Volta Redonda RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro de Estudios Latinoamericanos de Educación Inclusiva  ]]></institution>
<addr-line><![CDATA[Santiago de Chile Santiago]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>22</volume>
<numero>3</numero>
<fpage>405</fpage>
<lpage>423</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932017000300405&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932017000300405&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932017000300405&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Nos &#250;ltimos anos, com a discuss&#227;o em torno da chamada educa&#231;&#227;o inclusiva, muitas quest&#245;es v&#234;m sendo levantadas em rela&#231;&#227;o a esse grupo social, seja por parte das institui&#231;&#245;es educacionais, seja pela milit&#226;ncia de surdos. Um grande desafio que se coloca &#233; como assegurar &#224; crian&#231;a, jovem/adolescente ou adulto surdo nos ensinos fundamental, m&#233;dio e superior uma forma&#231;&#227;o adequada, uma vez que o sistema educacional brasileiro apresenta s&#233;rios problemas no que se refere &#224; qualifica&#231;&#227;o dos professores. Ademais, h&#225; necessidade de revis&#227;o do modelo pedag&#243;gico ouvintista, bem como o pleno reconhecimento da LIBRAS. Assim, no Brasil, as pol&#237;ticas educacionais atuais ainda n&#227;o asseguram plenamente aos surdos a LIBRAS como primeira l&#237;ngua e/ou materna, e a L&#237;ngua Portuguesa, na forma escrita, como segunda l&#237;ngua. Desse modo, o artigo visa p&#244;r em discuss&#227;o como vem sendo a inser&#231;&#227;o dos Surdos no ensino superior brasileiro, a despeito da Lei n&#176; 10.436/2002 e do Decreto n&#176; 626/2005 que oficializam a LIBRAS como a l&#237;ngua oficial do surdo brasileiro, tomando por base a experi&#234;ncia da Escola Preparat&#243;ria em LIBRAS para o Exame Nacional do Ensino M&#233;dio, que a autora deste artigo teve a oportunidade de implementar numa institui&#231;&#227;o p&#250;blica do Estado de S&#227;o Paulo e outra no Rio de Janeiro. A pesquisa ora apresentada teve por base uma abordagem qualitativa das tr&#234;s edi&#231;&#245;es da Escola Preparat&#243;ria em Libras, a saber: 2013, 2014 e 2015. Como procedimento metodol&#243;gico foi adotada a pesquisa-a&#231;&#227;o, que se deu ao longo de todas as edi&#231;&#245;es, e posterior an&#225;lise comparativa entre as mesmas. Vale ressaltar que, para al&#233;m das quest&#245;es tanto lingu&#237;sticas como cognitivas que se colocam, h&#225; tamb&#233;m os aspectos culturais e identit&#225;rios da(s) comunidade(s) de Surdos que precisam ser considerados. Esses foram fatores tamb&#233;m considerados nessa experi&#234;ncia pioneira.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In recent years, due to the debate over the so-called inclusive education, many issues have been raised in relation to this social group both by educational institutions and activism. A major challenge is how to ensure children, young / adolescent or adult deaf people in primary, secondary and higher education the proper training, s Brazilian educational system has serious problems regarding teacher qualifications. Moreover, there is a need to review the ouvintista pedagogic model, as well as for the full recognition of LIBRAS (Brazilian Sign Language). So, in Brazil, the current educational politics still do not fully guarantee LIBRAS as first language and/or mother tongue and written Portuguese as second language. Thus, this paper aims to discuss the inclusion of the Deaf in Brazilian higher education, despite the Law 10.436 / 2002 and Decree 5626/2005 to formalize LIBRAS as the official language for Brazilian deaf people, based on the experience of the Preparatory School in LIBRAS with the National Exam of Secondary Education, which I had the opportunity to implement in a public institution of State of S&#227;o Paulo and in another one in Rio de Janeiro. The research presented here was based on a qualitative approach of the three editions of EPLIBRAS, namely: 2013, 2014 and 2015. The methodological procedure was an action research all through the editions, and subsequent comparative analysis of them. Apart from linguistic and cognitive issues, there are also cultural and identity aspects (s) of the community (s) of the Deaf that need to be considered. These factors were also considered in this pioneering experience.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Bilinguismo]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[LIBRAS]]></kwd>
<kwd lng="pt"><![CDATA[Surdos]]></kwd>
<kwd lng="en"><![CDATA[Bilingualism]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[LIBRAS]]></kwd>
<kwd lng="en"><![CDATA[Deaf]]></kwd>
</kwd-group>
</article-meta>
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