<?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>2238-8346</journal-id>
<journal-title><![CDATA[Revista Educação e Políticas em Debate]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Polít. Debate]]></abbrev-journal-title>
<issn>2238-8346</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia - Faculdade de Educação - FACED]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-83462024000200211</article-id>
<article-id pub-id-type="doi">10.14393/repod-v13n2a2024-68671</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação de estudantes surdos para a docência nas séries iniciais da Educação Básica: o que dizem os professores universitários]]></article-title>
<article-title xml:lang="en"><![CDATA[Training deaf students for teaching in the initial grades of basic education: what university teachers say]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación del estudiantes sordos para la docencia en los grados iniciales de educación básica: lo que dicen los docentes universitarios]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campos]]></surname>
<given-names><![CDATA[Vanessa Aparecida Palermo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Sandra Eli Sartoreto de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual Paulista &#8220;Júlio de Mesquita Filho&#8221;  ]]></institution>
<addr-line><![CDATA[Marília São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual Paulista &#8220;Júlio de Mesquita Filho&#8221;  ]]></institution>
<addr-line><![CDATA[Marília São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-83462024000200211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-83462024000200211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-83462024000200211&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisou os discursos de professores a respeito da formação inicial e qualificação de universitários surdos para o exercício da docência, nas séries iniciais da Educação Básica. Participaram da pesquisa docentes do curso de Pedagogia de uma faculdade privada. Em investigação de cunho metodológico qualitativo, os dados foram produzidos com o uso de questionário e um roteiro semiestruturado de entrevista. À luz dos estudos dos núcleos de significação, os resultados evidenciaram ausência de práticas pedagógicas sobre a flexibilização do currículo para a formação de universitários surdos, no curso em questão. Ao serem indagados se os universitários surdos poderiam assumir uma sala de aula comum, ao fim da formação, notaram-se atitudes capacitistas a respeito de que o intérprete poderia ser requisito à escolarização das crianças não surdas. Portanto, subverter a materialidade da lógica, nesse caso, foi considerado um caminho promissor para compreender que essa condição não se restringe a determinados corpos, sujeitos e/ou grupos, mas se estende sobretudo a todos os que desejarem atuar nas séries iniciais da Educação Básica, em uma perspectiva inclusiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzed the discourses of teachers regarding the initial training and qualification of deaf university students for teaching, in the early grades of basic education. The research involved teachers from the Pedagogy program at a private college. Using a qualitative methodological approach, data were produced through a questionnaire and a semi-structured interview script. In the light of the studies of meaning framework, the results revealed a lack pedagogical practices regarding curriculum flexibility for the training of deaf university students, in the course in question. When asked whether deaf university students could take on a regular classroom at the end of their training, there were ableist regarding the requirement of an interpreter for the schooling of non-deaf children. Therefore, subverting the materiality of logic, in this case, was considered a promising approach to understand that this condition is not restricted to certain bodies, subjects, and/or groups, but extends primarily to all those who wish to work in the early grades of Basic Education from an inclusive perspective. inclusive perspective.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analizó los discursos de los docentes sobre la formación inicial y la calificación de estudiantes universitarios sordos para el ejercicio la docencia, en los grados iniciales de la educación básica. Participaron de la investigación profesores de la carrera de Pedagogía de una facultad privada. En una investigación de carácter metodológico cualitativo, los se produjeron mediante el uso de un cuestionario y una guía de entrevista semiestructurada. A la luz de los estudios de los núcleos de significación, los resultados evidenciaron la ausencia de prácticas pedagógicas sobre la flexibilización del currículo para la formación de universitarios sordos, en el curso en cuestión. Cuando se les preguntó si los estudiantes universitarios sordos podrían asumir una aula común al final de su formación, se observaron actitudes capacitistas en cuanto a que el intérprete podría ser un requisito para a escolarización de niños no sordos. Por lo tanto, subvertir la materialidad de la lógica en este caso se consideró una vía promisoria para entender que esta condición no se restringe a determinados cuerpos, sujetos y/o grupos, sino sobre todo a todos aquellos que deseen trabajar en los grados iniciales de la educación básica, desde una perspectiva inclusiva.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Surdos]]></kwd>
<kwd lng="pt"><![CDATA[Flexibilização curricular]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Formação inicial de professores]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Deaf]]></kwd>
<kwd lng="en"><![CDATA[Curricular flexibility]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Initial teacher training]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Sordo]]></kwd>
<kwd lng="es"><![CDATA[Flexibilidad curricular]]></kwd>
<kwd lng="es"><![CDATA[Inclusión]]></kwd>
<kwd lng="es"><![CDATA[Formación del profesorado]]></kwd>
</kwd-group>
</article-meta>
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