<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812025000100211</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.106.6137</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[&#8220;Eu gosta muito de jogo&#8221;: apropriação da escrita de verbos por alunos surdos]]></article-title>
<article-title xml:lang="en"><![CDATA[&#8220;Eu gosta muito de jogo&#8221;: acquisition of writing verbs by deaf students]]></article-title>
<article-title xml:lang="es"><![CDATA[&#8220;Eu gosta muito de jogo&#8221;: apropiación de los verbos escritos por parte de estudiantes sordos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Toffolo]]></surname>
<given-names><![CDATA[Andreia Chagas Rocha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guimarães]]></surname>
<given-names><![CDATA[Daniela Mara Lima Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Ouro Preto (Ufop)  ]]></institution>
<addr-line><![CDATA[Ouro Preto Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais (UFMG)  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>106</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812025000100211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812025000100211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812025000100211&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O aprendizado da morfologia verbal da língua portuguesa (LP) como segunda língua por surdos tem sido apontado como um dos grandes desafios na apropriação da escrita. Para compreender melhor a escrita de verbos por esses sujeitos, Rocha-Toffolo (2022a) analisou textos produzidos por 17 alunos do ensino fundamental II, com o objetivo de identificar, categorizar e refletir sobre os principais desvios na produção dos verbos. Observou-se que as maiores ocorrências relacionadas à escrita inadequada de verbos foram relativas às dificuldades na flexão verbal de pessoa e tempo e ao uso de verbos no infinitivo e de locuções verbais. Algumas hipóteses que podem justificar tais dificuldades foram levantadas, e apresentaram-se três questões que repercutem na escrita dos alunos surdos: 1) a ausência de uma primeira língua consolidada que sirva de base para a entrada no processo de alfabetização no português escrito como segunda língua; 2) a limitação de conhecimentos prévios sobre a língua oral; e 3) o pouco domínio do vocabulário da língua portuguesa. Considerando que a percepção e o processamento da LP escrita por surdos são basicamente visuais, recomenda-se que o ensino seja estruturado com base no letramento visual e no uso de estratégias que visem aprimorar as habilidades de consciência morfológica. Espera-se que os resultados e as reflexões apresentadas possam auxiliar no entendimento sobre as dificuldades na escrita de verbos por surdos e contribuir na elaboração de práticas didáticas adequadas a essa população.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Learning the verbal morphology of Portuguese as a second language by deaf people has been perceived as one of the greatest challenges in the acquisition of writing. To better understand verb writing by deaf people, Rocha-Toffolo (2022a) analyzed texts produced by 17 students, seeking to identify, categorize, and reflect on the main deviations in verbal production. It was observed that the most frequent occurrences of inadequate verb writing were related to issues in verbal inflection of person and tense, as well as the use of verbs in the infinitive and verb phrases. Some hypotheses that may justify such difficulties were raised, and three questions that impact the writing of deaf students were presented: 1) the absence of a consolidated first language that serves as a premise for the literacy process in written Portuguese as a second language; 2) limited prior knowledge of the oral language; and, 3) poor Portuguese vocabulary. Considering that the perception and the processing of written Portuguese by deaf people is basically visual, teaching must be structured based on visual literacy and the use of strategies that aim to improve morphological competence. It is expected that the results and reflections presented may assist in understanding the complexities found in writing verbs by deaf people and contribute to the development of teaching practices suitable for this population.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El aprendizaje de la morfología verbal de la lengua portuguesa (LP) como segunda lengua y por parte de personas sordas ha sido señalado como uno de los mayores desafíos en la apropiación de la escritura. La autora Rocha-Toffolo (2022a) analizó los textos producidos por 17 estudiantes de los años finales de primaria (de sexto a noveno año), con el objetivo de identificar, categorizar y reflexionar sobre los principales errores en la producción de verbos para comprender mejor la escritura de los verbos por parte de personas sordas. Se observó que los casos más frecuentes de escritura inadecuada de verbos estaban relacionados con dificultades en la flexión verbal de persona y tiempo y con el uso de verbos en infinitivo y locuciones verbales. Para justificar esas dificultades, se plantearon algunas hipótesis para explicar dichas dificultades y se plantearon tres asuntos que inciden en la escritura de los estudiantes sordos: (1) la falta de una primera lengua consolidada que le sirva de base para iniciar el proceso de alfabetización en portugués escrito como segunda lengua; (2) el conocimiento previo limitado de la lengua oral; y, (3) el escaso dominio del vocabulario en portugués. La enseñanza debe estructurarse en base a la alfabetización visual y el uso de estrategias que tengan como objetivo mejorar las habilidades de conciencia morfológica, considerando que la percepción y el procesamiento de la LP son básicamente visual por parte de personas sordas. Se recomienda estructurar la enseñanza en base a la alfabetización visual y el uso de estrategias dirigidas a mejorar las habilidades de conciencia morfológica. Se espera que los resultados y reflexiones aquí presentados ayuden a comprender las dificultades que enfrentan las personas sordas en la escritura de verbos y que contribuyan al desarrollo de prácticas de enseñanza adecuadas para esa población en específico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[surdez]]></kwd>
<kwd lng="pt"><![CDATA[português como segunda língua]]></kwd>
<kwd lng="pt"><![CDATA[morfologia verbal]]></kwd>
<kwd lng="pt"><![CDATA[consciência morfológica]]></kwd>
<kwd lng="en"><![CDATA[deafness]]></kwd>
<kwd lng="en"><![CDATA[Portuguese as a second language]]></kwd>
<kwd lng="en"><![CDATA[verbal morphology]]></kwd>
<kwd lng="en"><![CDATA[morphological awareness]]></kwd>
<kwd lng="es"><![CDATA[sordez]]></kwd>
<kwd lng="es"><![CDATA[portugués como L2]]></kwd>
<kwd lng="es"><![CDATA[morfología verbal]]></kwd>
<kwd lng="es"><![CDATA[conciencia morfológica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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