<?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>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822019000200361</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2019.2.26815</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Discursos sobre a surdez no Portal do Professor do MEC: desnaturalizando estereótipos e essencializações]]></article-title>
<article-title xml:lang="en"><![CDATA[Discourses about deafness on the Teacher Portal of the MEC: deconstructing stereotypes and essentializations]]></article-title>
<article-title xml:lang="es"><![CDATA[Los discursos sobre la sordera en el Portal del Maestro MEC: desnaturalizado estereotipos y essentializations]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Ana Flávia Teodoro de Mendonça]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Clarissa Martins de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[Goiânia GO]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife PE]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<volume>42</volume>
<numero>2</numero>
<fpage>361</fpage>
<lpage>371</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822019000200361&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822019000200361&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822019000200361&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo analisa a representação cultural da surdez nos discursos midiáticos do Portal do Professor do Ministério da Educação (MEC). Este estudo busca, então, identificar os estereótipos e as possíveis essencializações existentes na produção dos docentes. Com base na perspectiva foucaultiana de análise arqueológica do discurso, foram selecionados como arquivo documentos produzidos no &#8220;Jornal do Professor&#8221;, nos &#8220;Vídeos Institucionais&#8221; e no &#8220;Espaço da aula&#8221;. Os resultados revelam que, apesar da heterogeneidade de técnicas subsidiadas pelo Portal, os discursos produzem a surdez de maneira pejorativa e estereotipada, através de terminologias como &#8220;falta/limitação&#8221;, &#8220;mudez/silêncio&#8221;, &#8220;deficiência auditiva&#8221;; enfatizam também o uso da Libras como condição para inclusão. Podemos inferir, portanto, que a representação da surdez nesses discursos continua presa à concepção clínica da deficiência, o que reforça os mitos comuns sobre os surdos. Desse modo, os professores em formação parecem representá-los como sujeitos que possuem identidade fixa, estável, estática e permanente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the cultural representation of deafness in mediatic discourses of the Teacher Portal of the Ministry of Education (MEC), seeking to identify the stereotypes and the possible essentializations which happen through the production of teachers. Our analysis is based on Foucault&#8217;s perspective of archaeological discourse analysis. As the file a set of documents were available in the Teacher s Journal, in Institutional videos and in the Classroom. The results show that, despite the heterogeneity of techniques subsidized by the Portal, persists a production of deafness in a pejorative and stereotyped way, through terminologies such as lack/limitation, muteness/ silence, hearing deficiency; they also emphasize the use of Libras as a condition for inclusion. We can infer that the representation of deafness in these discourses is still imprisoned by the clinical conception of deficiency, which reinforces common myths about the deaf. Teachers in the process of their own learning seem to represent them as subjects who possess a fixed, stable, static and permanent identity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo analiza la representación cultural de la sordera en los discursos mediáticos del Portal del Profesor del Ministerio de la Educación (MEC) buscando identificar los esteriotipos y las posibles esencializaciones existentes en la producción de docentes. Nuestro análisis se basa en la perspectiva de Foucault del análisis del discurso arqueológico. Seleccionamos como archivo los documentos producidos en el Diario del Maestro, los Videos institucionales y en la Sala de Clases. A pesar de la heterogeneidad de las técnicas respaldadas por el Portal, los discursos producen sordera en forma despectiva y estereotipada a través de terminologías como falta/limitación, mudez/silencio, discapacidad auditiva; también destacan el uso de Libras como condición para la inclusión. Podemos deducir, que la representación de la sordera en esos discursos está unida a la concepción clínica de la discapacidad, lo que refuerza los mitos más comunes acerca de los sordos. De esta manera, los profesores en formación parecen representarlos como sujetos que tienen identidad fija, estable, estática y permanente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Surdez]]></kwd>
<kwd lng="pt"><![CDATA[Representação Cultural]]></kwd>
<kwd lng="pt"><![CDATA[Estereótipo]]></kwd>
<kwd lng="en"><![CDATA[Deafness]]></kwd>
<kwd lng="en"><![CDATA[Cultural representation]]></kwd>
<kwd lng="en"><![CDATA[Stereotype]]></kwd>
<kwd lng="es"><![CDATA[Sordera]]></kwd>
<kwd lng="es"><![CDATA[Representación cultural]]></kwd>
<kwd lng="es"><![CDATA[Esteriotipo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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