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Revista Diálogo Educacional

versión impresa ISSN 1518-3483versión On-line ISSN 1981-416X


PINTO, Viviane Fernandes Faria  y  MACIEL, Diva Maria Moraes Albuquerque. Interações criança-criança e a coconstrução da linguagem: uma análise qualitativa. Rev. Diálogo Educ. [online]. 2011, vol.11, n.32, pp.225-245. ISSN 1981-416X.

This paper discusses the contributions of interactions between peers in the learning process of children with special needs. It is based on a qualitative study guided by socio-constructivist theory, which examined the communication strategies used in interactive episodes, recorded on video. The study participants were five children aged between 4 and 5 years, and two of these children are twin sisters who had developmental delays of oral language. The study indicates that the interactive contexts are critical for learning: it was found that the interactions of children with language disorders require the use of different communication strategies, which results in several possibilities for development. We conclude, however, that although inclusive space offers different possibilities for development, it needs pedagogical mediation aiming to overcome possible obstacles.

Palabras clave : Interactions; Development; Learning; School Inclusion.

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