<?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>1982-596x</journal-id>
<journal-title><![CDATA[Educação e Filosofia]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Filos.]]></abbrev-journal-title>
<issn>1982-596x</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-596x2015000300279</article-id>
<article-id pub-id-type="doi">10.14393/REVEDFIL.issn.0102-6801.v29nEspeciala2015-p279a299</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação de professores de língua brasileira de sinais: reflexões sobre o impacto desta ação para a educação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lodi]]></surname>
<given-names><![CDATA[Ana Claudia Balieiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lacerda]]></surname>
<given-names><![CDATA[Cristina Broglia Feitosa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Filosofia, Ciências e Letras Departamento de Educação, Informação e Comunicação]]></institution>
<addr-line><![CDATA[Ribeirão Preto SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos Departamento de Psicologia do Centro de Ciências Humanas Programa de Pós-Graduação em Educação Especial]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>29</volume>
<numero>1es</numero>
<fpage>279</fpage>
<lpage>299</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-596x2015000300279&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-596x2015000300279&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-596x2015000300279&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo tem como objetivo problematizar aspectos envolvidos na forma&#231;&#227;o de professores de Libras para os diferentes n&#237;veis de ensino e as tens&#245;es decorrentes para a educa&#231;&#227;o de surdos/educa&#231;&#227;o inclusiva. Em di&#225;logo com os processos hist&#243;ricos/conceituais relativos &#224; forma&#231;&#227;o de professores, reconhecemos pouco investimento na forma&#231;&#227;o do pedagogo bil&#237;ngue; em contrapartida, grande esfor&#231;o na forma&#231;&#227;o de professores para atua&#231;&#227;o nos anos finais do ensino fundamental, m&#233;dio e na educa&#231;&#227;o superior. Questionamos, no entanto, os efeitos desta forma&#231;&#227;o, que enfatiza os conte&#250;dos lingu&#237;sticos em detrimento dos did&#225;tico-pedag&#243;gicos. Na educa&#231;&#227;o superior, as diferentes leituras quanto aos objetivos da disciplina Libras indicam ser este o espa&#231;o privilegiado para a forma&#231;&#227;o dos licenciandos que, futuramente, atuar&#227;o com alunos surdos. Conclui-se, neste contexto, que a l&#243;gica predominante nas pol&#237;ticas atuais privilegia os princ&#237;pios da educa&#231;&#227;o inclusiva e n&#227;o da educa&#231;&#227;o bil&#237;ngue para surdos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article aims to discuss aspects related to training LIBRAS teachers for different levels of education and the tensions resulting from deaf education/inclusive education. When analyzing the historical/conceptual processes related to teacher training, we find little investment in the training of bilingual educators; on the other hand, there is a great effort to train teachers to work in the final years of elementary and high school and in higher education. However, we question the effects of this training, which emphasizes linguistic contents rather than didactic and pedagogical contents. In higher education, the different ways of understanding the objectives of LIBRAS as a subject matter indicate this is a privileged space for training teachers who will work with deaf students. In conclusion, in this context, the prevailing logic in the implementation of current policies favors the principles of inclusive education and not the bilingual education for deaf people.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Língua Brasileira de Sinais]]></kwd>
<kwd lng="pt"><![CDATA[Educação Básica]]></kwd>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Brazilian Sign Language]]></kwd>
<kwd lng="en"><![CDATA[Basic Education]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[Educação Unisinos]]></source>
<year></year>
<volume>17</volume>
<numero>3</numero>
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<source><![CDATA[ReVEL]]></source>
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</back>
</article>
