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O presente trabalho analisa um texto didatico - voltado para o ensino de portugues para pessoas surdas - e os Parâmetros Curriculares Nacionais, a partir dos conceitos de formacao discursiva e de autoria segundo Foucault (1995, 1996). O objetivo e verificar se o livro didatico selecionado e os Parâmetros Curriculares Nacionais (BRASIL, 1999) se inscrevem na mesma formacao discursiva – ou seja, se se trata da mesma concepcao de sujeito surdo nos dois enunciados. E qual e a possibilidade, em termos discursivos, de a surdez ser entendida, em cada um deles, para alem dos limites da deficiencia.   Palavras-chave Surdez; Parâmetros curriculares nacionais; Ensino de portugues   Abstract Based on Foucault’s concepts of “discoursive formation” and “authorship”, this paper analyzes a textbook – geared to the needs of those interested in the teaching of Portuguese to deaf students – and the Brazilian National Curriculum (Brazil, 1999). The aim of the paper is, therefore, to investigate (1) if the textbook and the official document are inscribed in the same “discoursive formation”; in other words, if the same conception about deaf people are present in both texts; and (2) if is possible, in the context of the same texts, to view deafness, in discourse terms, breaking away from the notion of impairment.   Keywords Deafness; The national curriculum; The teaching of portuguese

O ensino de português para surdos: o texto didático e as recomendações dos Parâmetros Curriculares Nacionais (PCN)