{'fraction_non_alphanumeric': 0.023826714801444042, 'fraction_numerical': 0.001444043321299639, 'mean_word_length': 5.794117647058823, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The production process of bilingual courseware at the national institute of education for the deaf

This article aims to present several stages of bilingual courseware production of National Institute of Education for the Deaf (INES), analysed in its theoretical and technical aspects (pre-production, translation and pos-production) with the principles' description of the multimedia learning linked to the conception of bilingual digital objects designed by Online Education Center (NEO). Since, nowadays, there is few in what concerns bilingual courseware available for deaf education, we intend to contribute setting essential quality parameters to this kind of production. In this paper, 15 stages of work flow are presented to NEO's bilingual courseware production, among them stands out the role of interpreter-translators team, who take turn as presenter-translator, supervisor-translator and revisor- translator. Besides, it is highlighted essential principles of multimedia learning on what refers bilingual courseware design. Thus, we conclude that references of multimedia learning linked to the guiding principles of deaf education create a possible line of courseware design, with innovation and interdisciplinary methods, that lead to a knowledge deepening able to contribute to the qualitative expansion in bilingual courseware production in Libras/Portuguese language.