<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922007000100012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O professor intérprete de língua de sinais em sala de aula: ponto de partida para se repensar a relação ensino, sujeito e linguagem]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Regina Maria de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A12">
<institution><![CDATA[,UNICAMP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2007</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2007</year>
</pub-date>
<volume>08</volume>
<fpage>154</fpage>
<lpage>170</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922007000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922007000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922007000100012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente trabalho discute a necessária participação educativa do intérprete de língua de sinais em sala de aula. A partir da teoria do Acontecimento Didático sobre o ensino e das idéias de Derrida sobre o ato interpretativo, defende a tese de que tentar estabelecer limites para a atuação do intérprete educacional - na tentativa de fazer com que não se confunda com a figura do/a professor/a em sala de aula - é submeter-se a uma formação discursiva de ensino que o reduz ou ao currículo, ou ao método (técnicas) ou a intervenções que consideram tão somente a “capacidade” cognitiva do sujeito.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The present paper discusses the necessary educational participation by the sign language interpreter in the classroom. Based on the Didactic Event teaching theory and Derrida’s ideas on the interpretive act, we argue that by setting limits for the educational interpreter’s performance - in an attempt to prevent him/her from being mistaken for a teacher in the classroom -, a discursive position about teaching is adopted, which restricts him/her to the curriculum, to the (technical) method or to the interventions that take into account only the cognitive “capacity” of the subject.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação de Surdos]]></kwd>
<kwd lng="pt"><![CDATA[Intérprete de Língua de Sinais]]></kwd>
<kwd lng="pt"><![CDATA[Tradução]]></kwd>
<kwd lng="en"><![CDATA[Deaf Education]]></kwd>
<kwd lng="en"><![CDATA[Sign Language Interpreter]]></kwd>
<kwd lng="en"><![CDATA[Translation]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>O professor int&eacute;rprete de  l&iacute;ngua de sinais em sala de aula: ponto de partida para se repensar a rela&ccedil;&atilde;o ensino,  sujeito e linguagem.</h2> <h3>The sign language teacher/interpreter in the classroom: the starting  point for a re-evaluation of teaching, subject and language relations.</h3>     <p>&nbsp;</p> <h4>Regina Maria de Souza    <br> </h4> </font>      ]]></body>
</article>
