<?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>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382012000100003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ponto de vista de pais e professores a respeito das interações linguísticas de crianças surdas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schemberg]]></surname>
<given-names><![CDATA[Simone]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guarinello]]></surname>
<given-names><![CDATA[Ana Cristina]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Massi]]></surname>
<given-names><![CDATA[Giselle]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A03">
<institution><![CDATA[,Universidade Tuiuti do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<volume>18</volume>
<numero>01</numero>
<fpage>17</fpage>
<lpage>32</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382012000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382012000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382012000100003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Diversos estudos atuais têm revelado que a surdez deve ser reconhecida como diferença, especialmente no que diz respeito aos aspectos linguístico-discursivos. Contudo, crianças surdas vêm enfrentando, na família e na escola, barreiras linguísticas com implicações nas suas possibilidades de inclusão social. Nessa direção, o presente trabalho objetiva analisar o ponto de vista de pais e professores a respeito das interações lingüísticas de crianças surdas no âmbito familiar e escolar, considerando o contexto da inclusão. Foram entrevistados doze familiares (quatro pais e oito mães) de crianças surdas que frequentam o ensino regular e foi aplicado um questionário junto a doze professores dessas mesmas crianças. Os resultados apontam que nem os familiares nem os professores usam a língua de sinais para interagir com os surdos, gerando interações linguísticas restritas e pouco efetivas. Além disso, percebeu-se que familiares e professores apresentam um desconhecimento acerca da surdez, da língua de sinais e das consequências da surdez para o surdo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Several studies argue that deafness should be currently considered as a difference, specifically regarding linguistic discursive aspects. Nevertheless, at home and at school deaf children have to face linguistic barriers that affect their social inclusion. This study aims to analyze points of view of parents and teachers related to the deaf child’s linguistic interactions at home and at school, considering the context of inclusion. Twelve parents (four fathers and eight mothers) of deaf children enrolled in regular schools were interviewed and a questionnaire was applied to these children’s twelve teachers. The results show that neither parents nor teachers use sign language to interact with these children and that there linguistic interactions were restricted and not very effective. Furthermore, the answers by parents and teachers demonstrate a lack of understanding about deafness, sign language and its consequences upon the deaf individual.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Surdos]]></kwd>
<kwd lng="pt"><![CDATA[Família]]></kwd>
<kwd lng="pt"><![CDATA[Língua de Sinais]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Deaf People]]></kwd>
<kwd lng="en"><![CDATA[Family]]></kwd>
<kwd lng="en"><![CDATA[Sign Language]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>O ponto de vista de pais e  professore s a respeito das inter a&ccedil;&otilde;es lingu&iacute;sticas de crian&ccedil;as surdas.</h2> <h3>Parents&rsquo; and teachers&rsquo; points of view about deaf children&rsquo;s linguistic interactions.</h3>     <p>&nbsp;</p> <h4>Simone Schemberg, Ana  Cristina Guarinello, Giselle Massi    <br> </h4> </font>      ]]></body><back>
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