<?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>2182-4452</journal-id>
<journal-title><![CDATA[Revista Internacional em Língua Portuguesa]]></journal-title>
<abbrev-journal-title><![CDATA[RILP]]></abbrev-journal-title>
<issn>2182-4452</issn>
<publisher>
<publisher-name><![CDATA[Associação das Universidades de  Língua Portuguesa (AULP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-44522025000100137</article-id>
<article-id pub-id-type="doi">10.31492/2184-2043.rilp2025.47/pp.137-172</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Marcadores culturais surdos na escola: da afirmação cultural à reforma da escola]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muengua]]></surname>
<given-names><![CDATA[Luís]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Magalhães]]></surname>
<given-names><![CDATA[António]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coelho]]></surname>
<given-names><![CDATA[Orquídea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[António Cipriano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Porto  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Eduardo Mondlane  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Moçambique</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<numero>47</numero>
<fpage>137</fpage>
<lpage>172</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-44522025000100137&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-44522025000100137&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-44522025000100137&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A (des)consideração dos marcadores culturais surdos nos processos e práticas educativos pode (des)qualificar os percursos formativos dos surdos. Neste artigo, analisamos o lugar dos marcadores culturais surdos na escola, num exercício que estabelece cruzamentos entre as perspetivas e as práticas dos atores educativos relativamente à presença/ausência destes marcadores na escola e os seus efeitos na educação de surdos. A recolha de dados, orientada por um guião de observação, consistiu na observação do ambiente escolar de uma escola de referência na educação bilingue de surdos em Moçambique, durante dois anos. Neste período, estabelecemos conversas etnográficas com gestores/as da escola, professores/as, agentes auxiliares da educação, alunos/as surdos/as e ouvintes. Os resultados indicam que a escola, enfrentando desafios, estimula a circulação de marcadores culturais surdos e conclui-se que a presença destes marcadores na escola contribui para a construção do sentido de pertença comunitária, afirmação identitária do surdo e enraizamento da cultura surda na escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The (dis)consideration of deaf cultural markers in educational processes and practices can (dis) qualify the training paths of deaf people. In this article, we analyze the place of deaf cultural markers in school, in an exercise that establishes intersections between the perspectives and practices of educational actors regarding the presence/absence of these markers in school and their effects on deaf education. Data collection, guided by an observation guide, consisted of observing the school environment of a reference school in bilingual education for the deaf in Mozambique, for two years. During this period, we established ethnographic conversations with school managers, teachers, education assistants, deaf and hearing students. The results indicate that the school, while facing challenges, encourages the circulation of deaf cultural markers. It is concluded that the presence of these markers at school contributes to the construction of a sense of community belonging, affirmation of deaf identity and the rooting of deaf culture at school.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Marcadores culturais surdos]]></kwd>
<kwd lng="pt"><![CDATA[escola de surdos]]></kwd>
<kwd lng="pt"><![CDATA[identidade surda]]></kwd>
<kwd lng="pt"><![CDATA[cultura surda]]></kwd>
<kwd lng="en"><![CDATA[Deaf cultural markers]]></kwd>
<kwd lng="en"><![CDATA[deaf school]]></kwd>
<kwd lng="en"><![CDATA[deaf identity]]></kwd>
<kwd lng="en"><![CDATA[deaf culture]]></kwd>
</kwd-group>
</article-meta>
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