<?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>2448-3583</journal-id>
<journal-title><![CDATA[Educação & Formação]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Form.]]></abbrev-journal-title>
<issn>2448-3583</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Ceará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-35832022000100111</article-id>
<article-id pub-id-type="doi">10.25053/redufor.v7.e8312</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino híbrido na educação de surdos durante a pandemia: desafios da formação]]></article-title>
<article-title xml:lang="es"><![CDATA[Enseñanza híbrida en la educación de sordos durante la pandemia: desafíos de entrenamiento]]></article-title>
<article-title xml:lang="en"><![CDATA[Hybrid teaching in deaf education during the pandemic: training challenges]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinheiro]]></surname>
<given-names><![CDATA[Andrea Pestana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sena]]></surname>
<given-names><![CDATA[Lílian de Sousa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Serra]]></surname>
<given-names><![CDATA[Ilka Márcia Ribeiro de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Maranhão  ]]></institution>
<addr-line><![CDATA[São Luís MA]]></addr-line>
<country>Brasil</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>7</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2448-35832022000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2448-35832022000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2448-35832022000100111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O ano de 2020 foi muito importante para (re)pensar a educação no Brasil, por ser aquele em que a comunidade educacional precisou se ressignificar perante os novos desafios impostos pela pandemia da Covid-19, necessitando de formações para a capacitação dos docentes na chamada &#8220;nova&#8221; modalidade de ensino. Nesse sentido, este trabalho tem por objetivo fazer um recorte sobre o que aconteceu e vem acontecendo no meio acadêmico após ser decretada a pandemia. A pesquisa em comento investiga, sob o viés da análise qualitativa, utilizando-se de questionários, as principais dificuldades encontradas pelos docentes de salas inclusivas do ensino médio e profissionais de salas de recursos multifuncionais, no processo da aprendizagem de estudantes surdos, com o uso das tecnologias, e a real necessidade de formação desses docentes frente ao ensino híbrido. Tem como bases teóricas norteando este constructo textual: Giroto (2012), Moran (2015), Moreira (2020) e Quadros (2003). Os resultados apontam esforços no contexto do ensino de estudantes surdos, visto que as mudanças de paradigmas educacionais ressignificaram e estão ressignificando os agentes, os modos/meios, os instrumentos e as finalidades educacionais, além de apontarem necessidades de inovações das práticas educativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El año 2020 fue muy importante para (re)pensar la Educación en Brasil, ya que fue el año en que la comunidad educativa tuvo que resignificarse frente a los nuevos desafíos impuestos por la pandemia de Covid-19, requiriendo formación para formar docentes en la denominada modalidad de enseñanza &#8220;nueva&#8221;. En ese sentido, este trabajo pretende hacer un corte de lo que pasó y está pasando en el ámbito académico luego de que se decretara la pandemia. La investigación en cuestión indaga, bajo el sesgo del análisis cualitativo, a través de cuestionarios, las principales dificultades encontradas por docentes de aulas de bachillerato inclusivo y profesionales de aulas de recursos multifuncionales en el proceso de aprendizaje de los alumnos sordos con el uso de las tecnologías y la necesidad real de formar a estos profesores en términos de enseñanza híbrida. Estas son las bases teóricas orientadoras de este constructo textual: Giroto (2012), Moran (2015), Moreira (2020) y Quadros (2003). Los resultados apuntan esfuerzos en el contexto de la enseñanza de estudiantes sordos, ya que los cambios en los paradigmas educativos han resignificado y están resignificando agentes, modos/medios, instrumentos y propósitos educativos, además de señalar la necesidad de innovaciones en las prácticas educativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The year of 2020 was very important to (re)think Education in Brazil, since it was the year when the educational community had to resignify itself in the face of the new challenges imposed by the Covid-19 pandemic, requiring training to train teachers in the so-called &#8220;new&#8221; teaching modality. In this sense, this work aims to make a cut of what happened and is happening in the academic environment after the pandemic was decreed. The research in question investigates, under the bias of qualitative analysis, using questionnaires, the main difficulties encountered by teachers from inclusive high school classrooms and professionals from multifunctional resource classrooms, in the learning process of deaf students, with the use of technologies and the real need to train these teachers in terms of hybrid teaching. The theoretical bases guiding this textual construct were: Giroto (2012), Moran (2015), Moreira (2020), and Quadros (2003). The results point to efforts in the context of teaching deaf students, as changes in educational paradigms have re-signified and are resignifying agents, modes/means, instruments, and educational purposes, in addition to pointing out the need for innovations in educational practices.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação de surdos]]></kwd>
<kwd lng="pt"><![CDATA[educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias]]></kwd>
<kwd lng="pt"><![CDATA[formação educacional.]]></kwd>
<kwd lng="es"><![CDATA[educación de sordo]]></kwd>
<kwd lng="es"><![CDATA[educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[tecnologías]]></kwd>
<kwd lng="es"><![CDATA[formación educacional.]]></kwd>
<kwd lng="en"><![CDATA[education of deaf]]></kwd>
<kwd lng="en"><![CDATA[inclusive education]]></kwd>
<kwd lng="en"><![CDATA[technologies]]></kwd>
<kwd lng="en"><![CDATA[education training.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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