<?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>1983-1730</journal-id>
<journal-title><![CDATA[Ensino em Re-Vista]]></journal-title>
<abbrev-journal-title><![CDATA[Ensino em Re-Vista]]></abbrev-journal-title>
<issn>1983-1730</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-17302022000100107</article-id>
<article-id pub-id-type="doi">10.14393/er-v29a2022-7</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pesquisa Crítica de Colaboração: o ensino de Língua Portuguesa pensado com os surdos para os surdos]]></article-title>
<article-title xml:lang="es"><![CDATA[Investigación de colaboración crítica: enseñanza de la lengua portuguesa con sordos a sordos]]></article-title>
<article-title xml:lang="en"><![CDATA[Critical Collaborative Research: Portuguese language teaching planned with deaf students for deaf students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Maly Magalhães]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fidalgo]]></surname>
<given-names><![CDATA[Sueli Salles]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Claudia Regina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do ABC  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</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>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302022000100107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302022000100107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302022000100107&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo, recorte de uma pesquisa de doutorado finalizada, objetivou compreender as possibilidades de ensino-aprendizagem de aspectos gramaticais da língua portuguesa para surdos que já tenham experiência com essa língua. Apoiou-se na teoria Histórico-Cultural (VYGOTSKY 1924 - 1934), e em autores que discutem o ensino-aprendizagem do português para surdos (PEREIRA, 2009; LODI, et al., 2015; VIEIRA, 2014; 2017). Está inserido na Pesquisa Crítica de Colaboração - PCCol (MAGALHÃES, 2006; FIDALGO, 2006, MAGALHÃES; FIDALGO, 2019) porque se baseia na negociação de sentidos e significados, possibilitando reflexão e transformação dos participantes. Os dados foram produzidos em um curso à distancia onde os participantes, ao concluírem, puderam expor suas impressões e sugestões sobre o curso. As análises revelaram que as possibilidades de ensino-aprendizagem do português para surdos perpassam por estratégias visuais de ensino que contemplem a Libras como língua mediadora em todas as etapas do ensino-aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio, que forma parte de una investigación doctoral finalizada, tuvo como objetivo comprender las posibilidades de enseñanza-aprendizaje de los aspectos gramaticales de la lengua portuguesa para las personas sordas que ya tienen experiencia con esta lengua. Fue apoyado por la teoría Histórico-Cultural (VYGOTSKY 1924 - 1934), y por autores que discuten la enseñanza y el aprendizaje del portugués para sordos (PEREIRA, 2009; LODI, et al., 2015; VIEIRA, 2014; 2017). Se inserta en la Investigación de Colaboración Crítica - PCCol (MAGALHÃES, 2006; FIDALGO, 2006, MAGALHÃES; FIDALGO, 2019) porque se basa en la negociación de significados, permitiendo la reflexión y transformación de los participantes. Los datos se produjeron en un curso a distancia donde los participantes, al finalizar, pudieron exponer sus impresiones y sugerencias sobre el curso. Los análisis revelaron que las posibilidades de enseñar y aprender portugués para sordos pasan por estrategias de enseñanza visual que incluyen a Libras como lengua mediadora en todas las etapas de la enseñanza y el aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study, part of a completed doctoral research, aimed to understand the teaching-learning possibilities of grammatical aspects of the Portuguese language for deaf people who already have experience with this language. It was supported by the Historical-Cultural theory (VYGOTSKY 1924 - 1934), and by authors who discuss the teaching and learning of Portuguese for the deaf (PEREIRA, 2009; LODI, et. All., 2015; and VIEIRA, 2014 and 2017). It is inserted in the Critical Collaboration Research - PCCol (MAGALHÃES, 2006; FIDALGO, 2006, MAGALHÃES and FIDALGO, 2019) because it is based on the negotiation of meanings, allowing reflection and transformation of the participants. The data were produced in a virtual course where the participants, when they concluded, were able to expose their impressions and suggestions about the course. The analyzes revealed that the possibilities of teaching and learning Portuguese for the deaf go through visual teaching strategies that include Libras as a mediating language in all stages of teaching and learning.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Surdos]]></kwd>
<kwd lng="pt"><![CDATA[Português para surdos]]></kwd>
<kwd lng="pt"><![CDATA[Educação de surdos]]></kwd>
<kwd lng="pt"><![CDATA[Teoria Histórico-Cultural]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa Crítica de Colaboração]]></kwd>
<kwd lng="es"><![CDATA[Sordo]]></kwd>
<kwd lng="es"><![CDATA[Portugués para sordos]]></kwd>
<kwd lng="es"><![CDATA[Educación de sordos]]></kwd>
<kwd lng="es"><![CDATA[Teoría Histórico-Cultural]]></kwd>
<kwd lng="es"><![CDATA[Investigación Colaborativa Crítica]]></kwd>
<kwd lng="en"><![CDATA[Deaf]]></kwd>
<kwd lng="en"><![CDATA[Portuguese for the deaf]]></kwd>
<kwd lng="en"><![CDATA[Education of the deaf]]></kwd>
<kwd lng="en"><![CDATA[Historical-Cultural Theory]]></kwd>
<kwd lng="en"><![CDATA[Critical collaborative research]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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