Vol. 31 No. 02 (2022): Dossiê Temático: O CURRÍCULO DE LÍNGUA DE SINAIS NA ESCOLA: reflexões, proposições e desafios

View Vol. 31 No. 02 (2022): Dossiê Temático: O CURRÍCULO DE LÍNGUA DE SINAIS NA ESCOLA: reflexões, proposições e desafios

We are pleased to include a dossier which addresses a theme that is so important to Brazilian and global societies. It is entitled Sign Language Curriculum in Schools: reflections, propositions and challenges and was organized by Maria Mertzani, who has been a visiting professor at the Universidade Federal do Rio Grande (FURG) since 2018, Felipe Venâncio Barbosa, a professor at the Universidade de São Paulo (USP) and Cristiane Lima Terra Fernandes, a professor at FURG.

Relevance of this dossier lies on the facts that this theme must be discussed and that there are international authors among the writers of the ten papers which compose it. As a result, the discussion goes beyond Brazil. We have got contributions of well-known international researchers who shared experiences they had in Portugal, Chile, Italy, the United States, Greece, Australia and United Kingdom. In order to enable more readers to enjoy the papers, they are available in Portuguese and in English.

Published: 2022-07-28

Full Issue

Editorial

  • EDITORIAL v. 31, nº 02, 2022 Português

    07 - 11
    DOI: https://doi.org/10.14295/momento.v31i02.14487

  • EDITORIAL v. 31, nº. 02, 2022 Inglês

    12 - 16
    DOI: https://doi.org/10.14295/momento.v31i02.14488

  • EDITORIAL v. 31, nº. 02, 2022 Espanhol

    17 - 21
    DOI: https://doi.org/10.14295/momento.v31i02.14489

Apresentação

  • O CURRÍCULO DE LÍNGUA DE SINAIS NA ESCOLA reflexões, proposições e desafios

    22 - 26
    DOI: https://doi.org/10.14295/momento.v31i02.14490

Dossiê temático

  • SIGN AND SCHOOL a journey

    Jim Kyle
    27 - 45
    DOI: https://doi.org/10.14295/momento.v31i02.14259

  • THE PORTUGUESE SIGN LANGUAGE CURRICULUM past, present and future

    Helena do Carmo, Paulo Vaz de Carvalho
    46 - 68
    DOI: https://doi.org/10.14295/momento.v31i02.14189

  • PUBLIC POLICIES, THE BNCC AND THE CURRICULUM IN THE BILINGUAL SCHOOL FOR THE DEAF

    Adriane Melo de Castro Menezes, Vânia Elizabeth Chiella
    69 - 92
    DOI: https://doi.org/10.14295/momento.v31i02.14307

  • SIGN LANGUAGE TEACHING EXPERIENCES IN CHILEAN DEAF EDUCATION An Unofficial Curriculum

    Maribel González Moraga, Karina Muñoz Vilugrón
    93 - 113
    DOI: https://doi.org/10.14295/momento.v31i02.14372

  • USING THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR ITALIAN SIGN LANGUAGE EDUCATION lessons from research and practice

    Maria Tagarelli De Monte
    114 - 137
    DOI: https://doi.org/10.14295/momento.v31i02.14186

  • SIGNS OF LEARNING Developing a national curriculum for first and second language learners of Auslan in Australian schools

    Breda Carty, Karen Bontempo, Louise de Beuzeville
    138 - 170
    DOI: https://doi.org/10.14295/momento.v31i02.14187

  • SIGN LANGUAGE LITERACY IN THE SIGN LANGUAGE CURRICULUM

    Maria Mertzani
    171 - 198
    DOI: https://doi.org/10.14295/momento.v31i02.14392

  • METALINGUISTIC SKILLS AND LANGUAGE USE IN THE PROPOSITIONS OF FOUR BRAZILIAN SIGN LANGUAGE CURRICULA

    Felipe Venâncio Barbosa
    199 - 224
    DOI: https://doi.org/10.14295/momento.v31i02.14374

  • BILINGUAL CURRICULUM MATERIALS SUPPORTING SIGNED LANGUAGE AS A FIRST LANGUAGE FOR DEAF STUDENTS the integration of technology, learning and teaching

    Robert J Hoffmeister, Spyridoula Karipi, Vassilis Kourbetis
    225 - 254
    DOI: https://doi.org/10.14295/momento.v31i02.14306

  • A LIBRAS NA LEI E NA PRÁTICA ESCOLAR o que temos e o que precisamos

    Cristiane Lima Terra Fernandes
    255 - 281
    DOI: https://doi.org/10.14295/momento.v31i02.14382

Entrevista

  • INTERVIEW WITH ROBERT HOFFMEISTER A discussion about the Sign Language Curriculum

    Maria Mertzani, Felipe Venâncio Barbosa, Cristiane Lima Terra Fernandes
    282 - 302
    DOI: https://doi.org/10.14295/momento.v31i02.14373

Presentation

  • THE SIGN LANGUAGE CURRICULUM AT SCHOOL reflections, propositions and challenges

    303 - 307
    DOI: https://doi.org/10.14295/momento.v31i02.14496

Thematic Dossier (English version)

  • SIGN AND SCHOOL a journey

    Jim Kyle
    308 - 326
    DOI: https://doi.org/10.14295/momento.v31i02.14497

  • THE PORTUGUESE SIGN LANGUAGE CURRICULUM past, present and future

    Helena Carmo, Paulo Vaz de Carvalho
    327 - 349
    DOI: https://doi.org/10.14295/momento.v31i02.14498

  • PUBLIC POLICIES, THE BNCC AND THE CURRICULUM IN THE BILINGUAL SCHOOL FOR THE DEAF

    Adriane Menezes, Vânia Chiella
    350 - 373
    DOI: https://doi.org/10.14295/momento.v31i02.14500

  • SIGN LANGUAGE TEACHING EXPERIENCES IN CHILEAN DEAF EDUCATION An Unofficial Curriculum

    Maribel González Moraga, Karina Muñoz Vilugrón
    374 - 393
    DOI: https://doi.org/10.14295/momento.v31i02.14501

  • USING THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR ITALIAN SIGN LANGUAGE EDUCATION lessons from research and practice

    Maria Tagarelli De Monte
    394 - 416
    DOI: https://doi.org/10.14295/momento.v31i02.14502

  • SIGNS OF LEARNING Developing a national curriculum for first and second language learners of Auslan in Australian schools

    Breda Carty, Karen Bontempo, Louise de Beuzeville
    417 - 448
    DOI: https://doi.org/10.14295/momento.v31i02.14503

  • SIGN LANGUAGE LITERACY IN THE SIGN LANGUAGE CURRICULUM

    Maria Mertzani
    449 - 474
    DOI: https://doi.org/10.14295/momento.v31i02.14504

  • METALINGUISTIC SKILLS AND LANGUAGE USE IN THE PROPOSITIONS OF FOUR BRAZILIAN SIGN LANGUAGE CURRICULA

    Felipe Venâncio Barbosa
    475 - 499
    DOI: https://doi.org/10.14295/momento.v31i02.14505

  • BILINGUAL CURRICULUM MATERIALS SUPPORTING SIGNED LANGUAGE AS A FIRST LANGUAGE FOR DEAF STUDENTS The integration of technology, learning and teaching

    Robert J Hoffmeister, Spyridoula Karipi, Vassilis Kourbetis
    500 - 527
    DOI: https://doi.org/10.14295/momento.v31i02.14506

  • LIBRAS IN LAW AND SCHOOL PRACTICE what we have and what we need

    Cristiane Lima Terra Fernandes
    528 - 553
    DOI: https://doi.org/10.14295/momento.v31i02.14507

Interview

  • INTERVIEW WITH ROBERT HOFFMEISTER A discussion about the Sign Language Curriculum

    Maria Mertzani, Felipe Venâncio Barbosa, Cristiane Lima Terra Fernandes
    554 - 573
    DOI: https://doi.org/10.14295/momento.v31i02.14510

Artigos de fluxo contínuo

  • THE CONTRIBUTIONS OF PORTUGUESE LANGUAGE EDUCATION STUDIES TO EDUCATIONAL RESEARCH

    Débora Araújo da Silva Ferraz, Maria Jucilene Lima Ferreira
    574 - 597
    DOI: https://doi.org/10.14295/momento.v31i02.13874

  • THE PRODUCTION OF KNOWLWDGE, PEDAGOGIAL PRACTICE AND CONTINUOUS TRAINING IN THE FIELD OF SCHOOL PHYSICAL EDUCATION

    Paulo Roberto Dalla Valle, Ricardo Rezer
    598 - 623
    DOI: https://doi.org/10.14295/momento.v31i02.13639

  • THE SCISSORS EFFECT IN ELEMENTARY SCHOOL

    Julyana Gomes Taques Villagran, Amanda do Rêgo Moura, Gustavo Isaac Killner
    624 - 645
    DOI: https://doi.org/10.14295/momento.v31i02.13809

  • DISTANCE EDUCATION a possible contribution to cooperative education

    Jian Carlos Frare, Jonas José Seminotti
    646 - 670
    DOI: https://doi.org/10.14295/momento.v31i02.13804

  • EDUCATION AND PANDEMIC a comparative study between the educational reality of Brazil and Uruguay

    Tauana Cherutti, Dinora Zucchetti
    671-692
    DOI: https://doi.org/10.14295/momento.v31i02.13971

  • SCIENTIFIC METHODOLOGY IN HIGHER EDUCATION: a mapping of scientific production in the Digital Library of Theses and Dissertations (DLTD); CAPES Catalog and Directory Of Open Access Journal (DOAJ)

    Simone Machado Firme, Angélica Conceição Dias Miranda
    693 - 713
    DOI: https://doi.org/10.14295/momento.v31i02.13928

  • THE MAIN DROPOUT FACTORS IN THE OPTOMETRY DEGREE AT UNAM-FES IZTACALA IN MEXICO

    M.Sc Nadia Yael Morales Rodríguez, Dra. Esther Caldiño Mérida, Dr. Guilherme Mendes Tomaz dos Santos
    714 - 734
    DOI: https://doi.org/10.14295/momento.v31i02.14072