<?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>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142011000300008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A diversidade e a alfabetização: aprendizagem docente na escola para aprendizes surdos]]></article-title>
<article-title xml:lang="en"><![CDATA[Diversity and literacy: teachers’ learning at a school for the deaf]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bolzan]]></surname>
<given-names><![CDATA[Doris Pires Vargas]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hautrive]]></surname>
<given-names><![CDATA[Giovana Medianeira Fracari]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A08">
<institution><![CDATA[,UFSM  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<volume>11</volume>
<numero>03</numero>
<fpage>314</fpage>
<lpage>322</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142011000300008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142011000300008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142011000300008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Neste trabalho, propomos discutir sobre os processos engendrados na constituição da docência de professores que atuam no contexto de uma escola para aprendizes surdos. O recorte aqui apresentado é decorrente do estudo qualitativo-narrativo desenvolvido com professoras alfabetizadoras do Sistema Público Estadual de Educação de Santa Maria - Rio Grande do Sul, as quais trabalham com crianças surdas. Consideramos, neste recorte, os distintos caminhos que constituem o processo de aprender a ser professor de aprendizes surdos ao longo das últimas décadas, destacando a importância de se compreender o processo de aprendizagem de ser professor, explicitando o reconhecimento dos elementos que mantêm estes sujeitos comprometidos com a docência na diversidade. O percurso investigativo realizado permite destacar que o desenvolvimento da docência no contexto da diversidade produz marcas formativas que são constitutivas dos modos de produção de ser professor. As demandas e os enfrentamentos no contexto no qual os professores atuam põem em evidência os modos culturais específicos desta realidade. Este processo proporciona ao professor a assunção de sua condição de sujeito capaz de transitar com propriedade nesta diversidade e, especialmente, seu comprometimento com a docência no contexto de ensino de aprendizes surdos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The purpose of this work is to discuss the processes engendered in the constitution of teaching practices of teachers working at a school for the deaf. The outline presented here is part of a qualitative-narrative study developed with literacy teachers of the State Education System of Santa Maria - Rio Grande do Sul, who work with deaf children. In this work, we consider the different paths that constitute the process of learning to be a teacher of the deaf, emphasizing the importance of recognizing the elements that inspire the commitment of these individuals to teaching practice in a context of diversity. The investigation carried out showed that the development of teaching practice in a context of diversity produces training characteristics that constitute modes of production of being a teacher. The demands and challenges faced in the context in which the teachers operate highlight the specific cultural characteristics of this reality. This process provides, for the teacher, the assumption of his or her status as a subject capable of moving with propriety in this diversity, and especially, his or her commitment to teaching in the context of a school for the deaf.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem Docente]]></kwd>
<kwd lng="pt"><![CDATA[Diversidade/Surdez]]></kwd>
<kwd lng="pt"><![CDATA[Alfabetização]]></kwd>
<kwd lng="en"><![CDATA[Teaching Learning]]></kwd>
<kwd lng="en"><![CDATA[Diversity/Deafness]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>A  diversidade e a alfabetiza&ccedil;&atilde;o: aprendizagem docente na escola para aprendizes  surdos.</h2> <h3>Diversity and literacy: teachers&rsquo; learning at a school  for the deaf.</h3>     <p>&nbsp;</p> <h4>Doris Pires  Vargas Bolzan, Giovana Medianeira Fracari Hautrive    <br> </h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ISAIA]]></surname>
<given-names><![CDATA[S. M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[BOLZAN]]></surname>
<given-names><![CDATA[D. P. V.]]></given-names>
</name>
</person-group>
<article-title xml:lang="pt"><![CDATA[Compreendendo os movimentos construtivos da docência superior: construções sobre pedagogia universitária]]></article-title>
<source><![CDATA[Revista semestral da Faculdade de Educação]]></source>
<year>jan/</year>
<month>ju</month>
<day>n </day>
<volume>14</volume>
<numero>26</numero>
<issue>26</issue>
<page-range>25-42</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
