<?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>S1413-65382017000200233</article-id>
<article-id pub-id-type="doi">10.1590/S1413-65382317000200006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Tarefa de Casa na Inclus&#227;o Escolar: Alunos com Deficiencia F&#237;sica1]]></article-title>
<article-title xml:lang="en"><![CDATA[Homework and School Inclusion: Students with Physical Disabilities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GREGORUTTI]]></surname>
<given-names><![CDATA[Carolina Cangemi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ZAFANI]]></surname>
<given-names><![CDATA[Mariana Dutra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[OMOTE]]></surname>
<given-names><![CDATA[Sadao]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BALEOTTI]]></surname>
<given-names><![CDATA[Luciana Ramos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista Grupo de Pesquisa Diferença, Desvio e Estigma ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual Paulista Grupo de Pesquisa Diferença, Desvio e Estigma ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Estadual Paulista Faculdade de Filosofia e Ciências Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Estadual Paulista Faculdade de Filosofia e Ciências Departamento de Fisioterapia e Terapia Ocupacional]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>23</volume>
<numero>2</numero>
<fpage>233</fpage>
<lpage>244</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382017000200233&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382017000200233&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382017000200233&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: a tarefa de casa (TC) pode contribuir para a realiza&#231;&#227;o de aprendizagem significativa e para complementar e refor&#231;ar as atividades realizadas em sala de aula. Objetivou-se identificar e analisar como as TC est&#227;o sendo propostas para alunos com defici&#234;ncia f&#237;sica (DF) inseridos em classes de ensino comum, a partir da percep&#231;&#227;o de professoras e cuidadoras familiares. Participaram do estudo 15 professoras e 15 cuidadoras familiares de crian&#231;as com DF, inseridas em classes de ensino comum. Para a coleta de dados foram utilizados dois roteiros de entrevista semiestruturados, sendo um aplicado para as professoras e outro para as cuidadoras familiares. As verbaliza&#231;&#245;es foram gravadas e transcritas na &#237;ntegra para posterior an&#225;lise de conte&#250;do e categoriza&#231;&#227;o. Os resultados sugerem que o professor, em muitos casos, n&#227;o adapta as TC para atender as demandas do aluno e, em outros, n&#227;o oferece tarefa para o aluno com DF na mesma propor&#231;&#227;o que o faz para os demais alunos. Com rela&#231;&#227;o &#224;s fam&#237;lias, os resultados indicam que estas percebem as dificuldades da crian&#231;a e, ao mesmo tempo, angustiam-se com a falta de comunica&#231;&#227;o com a escola nesse quesito, o que ocasiona questionamentos e d&#250;vidas em rela&#231;&#227;o ao desempenho do aluno. Os resultados deste estudo podem ser &#250;teis no contexto da Educa&#231;&#227;o Inclusiva, no sentido de a TC adquirir uma fun&#231;&#227;o particularmente interessante, pois, se bem gerenciada, pode funcionar como uma atividade mediadora da interlocu&#231;&#227;o entre a escola e a fam&#237;lia. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Homework (HW) can contribute to the achievement of meaningful learning and complement and strengthen classroom activities.This study aimed to identify and analyze how HW is being proposed for students with physical disabilities (PD) integrated into regular education classes, from the perception of teachers and family caregivers. Fifteen teachers and the same number of family caregivers of children with PD took part on this study. Two semi-structured interview scripts were used for data collection, each one for a distinct group (teachers and family caregivers). The interviews were recorded and transcribed for further analysis and categorization. The results suggest that the teacher, in many cases, does not adjust the HW to suit the demands of the student, or does not provide the same amount of HW for the student with PD than does for other students. Regarding the families, the results indicate that they perceive the child's difficulties and at the same time, anguish over with the lack of communication with the school, which leads to concerns and doubts about the performance of the student. The results of this study may be useful in the context of inclusive education, because a well-managed HW can acquire a particularly interesting function as a mediator between school and family.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Tarefa de Casa]]></kwd>
<kwd lng="pt"><![CDATA[Professor]]></kwd>
<kwd lng="pt"><![CDATA[Cuidador Familiar]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência Física]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Homework]]></kwd>
<kwd lng="en"><![CDATA[Teacher]]></kwd>
<kwd lng="en"><![CDATA[Family Caregivers]]></kwd>
<kwd lng="en"><![CDATA[Physical Disabilities]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BALEOTTI]]></surname>
<given-names><![CDATA[L.R.]]></given-names>
</name>
<name>
<surname><![CDATA[GREGORUTTI]]></surname>
<given-names><![CDATA[C.C.]]></given-names>
</name>
<name>
<surname><![CDATA[OMOTE]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Oficina de atividades: espaço de atenção aos familiares de crianças com deficiência]]></article-title>
<source><![CDATA[Psicologia em Estudo]]></source>
<year></year>
<volume>20</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>3-12</page-range><publisher-loc><![CDATA[Maringá ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="">
<collab>BRASIL</collab>
<collab>BRASIL</collab>
<collab>Conselho Nacional de Educação. Câmara de Educação Básica</collab>
<source><![CDATA[<em>Resolu&#231;&#227;o n. 2 de 11 de setembro de 2001</em>. Diretrizes Nacionais para a Educa&#231;&#227;o Especial na Educa&#231;&#227;o B&#225;sica]]></source>
<year></year>
<publisher-loc><![CDATA[Brasília, DF ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<collab>BRASIL</collab>
<collab>BRASIL</collab>
<source><![CDATA[Política nacional de educação especial na perspectiva da educação inclusiva]]></source>
<year></year>
<publisher-loc><![CDATA[Brasília, DF ]]></publisher-loc>
<publisher-name><![CDATA[MEC/SEESP]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CARVALHO]]></surname>
<given-names><![CDATA[M.E.P.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Escola como extensão da família ou família como extensão da escola? O dever de casa e as relações família - escola]]></article-title>
<source><![CDATA[Revista Brasileira de Educação]]></source>
<year></year>
<volume>25</volume>
<page-range>94-104</page-range><publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DUEK]]></surname>
<given-names><![CDATA[V.P.]]></given-names>
</name>
<name>
<surname><![CDATA[BEZERRA]]></surname>
<given-names><![CDATA[J.S.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Concepções de futuros professores sobre a inclusão de alunos com necessidades educacionais especiais]]></article-title>
<source><![CDATA[Revista Educação em Questão]]></source>
<year></year>
<volume>38</volume>
<numero>24</numero>
<issue>24</issue>
<page-range>184-206</page-range><publisher-loc><![CDATA[Natal ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GOFFMAN]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<source><![CDATA[<em>Estigma</em>: notas sobre manipula&#231;&#227;o da identidade deteriorada]]></source>
<year></year>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Guanabara]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GREGORUTTI]]></surname>
<given-names><![CDATA[C.C.]]></given-names>
</name>
<name>
<surname><![CDATA[OMOTE]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Relação entre inclusão escolar de crianças com paralisia cerebral e estresse de cuidadores familiares]]></article-title>
<source><![CDATA[Revista Psicologia: Teoria e Prática]]></source>
<year></year>
<volume>17</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>136-49</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HENRIQUES]]></surname>
<given-names><![CDATA[M. E. F.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Os trabalhos de casa na escola do 1º ciclo da luz: estudo de caso]]></article-title>
<source><![CDATA[Interacções]]></source>
<year></year>
<numero>2</numero>
<issue>2</issue>
<page-range>220-43</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARCONDES]]></surname>
<given-names><![CDATA[K.H.B.]]></given-names>
</name>
<name>
<surname><![CDATA[SIGOLO]]></surname>
<given-names><![CDATA[S.R.R.L.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Comunicação e envolvimento: possibilidades de interconexão entre família-escola?]]></article-title>
<source><![CDATA[Paidéia]]></source>
<year></year>
<volume>22</volume>
<numero>51</numero>
<issue>51</issue>
<page-range>91-9</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NOGUEIRA]]></surname>
<given-names><![CDATA[M. G.]]></given-names>
</name>
</person-group>
<source><![CDATA[<em>Tarefa de casa: </em>uma viol&#234;ncia consentida?]]></source>
<year></year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Loyola]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[OLIVEIRA]]></surname>
<given-names><![CDATA[A.A.S]]></given-names>
</name>
<name>
<surname><![CDATA[VALENTIM]]></surname>
<given-names><![CDATA[F.O.D.]]></given-names>
</name>
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[L.H.]]></given-names>
</name>
</person-group>
<source><![CDATA[<em>Avalia&#231;&#227;o pedag&#243;gica: </em>foco na defici&#234;ncia intelectual numa perspectiva inclusiva]]></source>
<year></year>
<publisher-loc><![CDATA[São PauloMarília ]]></publisher-loc>
<publisher-name><![CDATA[Cultura AcadêmicaOficina Universitária]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PAIVA]]></surname>
<given-names><![CDATA[C. M.]]></given-names>
</name>
</person-group>
<source><![CDATA[<em>Estado, fam&#237;lia, escola, forma&#231;&#227;o docente e deveres de casa: </em>um breve entendimento sobre estas rela&#231;&#245;es]]></source>
<year></year>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PAULA]]></surname>
<given-names><![CDATA[A.F.M.]]></given-names>
</name>
<name>
<surname><![CDATA[BALEOTTI]]></surname>
<given-names><![CDATA[L.R.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Inclusão escolar do aluno com deficiência física: contribuições da terapia ocupacional]]></article-title>
<source><![CDATA[Cadernos de Terapia Ocupacional da UFSCar]]></source>
<year></year>
<volume>19</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>53-69</page-range><publisher-loc><![CDATA[São Carlos ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PLETSCH]]></surname>
<given-names><![CDATA[M.D.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A formação de professores para a educação inclusiva: legislação, diretrizes políticas e resultados de pesquisas]]></article-title>
<source><![CDATA[Educar]]></source>
<year></year>
<numero>33</numero>
<issue>33</issue>
<page-range>143-56</page-range><publisher-loc><![CDATA[Curitiba ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RESENDE]]></surname>
<given-names><![CDATA[T. F.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Dever de casa, espelho de desigualdades educacionais e sociais]]></article-title>
<source><![CDATA[Educação em Revista]]></source>
<year></year>
<volume>28</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>159-84</page-range><publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RODRIGUES]]></surname>
<given-names><![CDATA[R.M.G.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Tarefa de casa: um dos determinantes do rendimento escolar]]></article-title>
<source><![CDATA[Educação e Filosofia]]></source>
<year></year>
<volume>12</volume>
<numero>24</numero>
<issue>24</issue>
<page-range>227-54</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ROSÁRIO]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Trabalho de casa, tarefas escolares, auto-regulação e envolvimento parental]]></article-title>
<source><![CDATA[Psicologia em Estudo]]></source>
<year></year>
<volume>10</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>343-51</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SANT'ANA]]></surname>
<given-names><![CDATA[I.M.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Educação Inclusiva: concepções de professores e diretores]]></article-title>
<source><![CDATA[Psicologia em Estudo]]></source>
<year></year>
<volume>10</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>227-34</page-range><publisher-loc><![CDATA[Maringá ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[M.D.]]></given-names>
</name>
</person-group>
<source><![CDATA[<em>Complexidade da forma&#231;&#227;o de professores</em>. Saberes te&#243;ricos e saberes pr&#225;ticos]]></source>
<year></year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Cultura Acadêmica]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCARPELLI]]></surname>
<given-names><![CDATA[P.B.]]></given-names>
</name>
<name>
<surname><![CDATA[COSTA]]></surname>
<given-names><![CDATA[C.E.]]></given-names>
</name>
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[S.R.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Treino de mães na interação com os filhos durante a realização da tarefa escolar]]></article-title>
<source><![CDATA[Estudos de Psicologia]]></source>
<year></year>
<volume>23</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>55-65</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCHLINDWEIN]]></surname>
<given-names><![CDATA[L.M.]]></given-names>
</name>
<name>
<surname><![CDATA[BUENO]]></surname>
<given-names><![CDATA[S.I.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[O professor e a prática dos deveres de casa: planejamento e ação em questão]]></article-title>
<source><![CDATA[Atos de pesquisa em educação]]></source>
<year></year>
<volume>8</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>701-15</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SPAGNOL]]></surname>
<given-names><![CDATA[B. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[<em>A problematiza&#231;&#227;o das tarefas de casa no contexto da educa&#231;&#227;o inclusiva: </em>um estudo de caso]]></source>
<year></year>
<publisher-loc><![CDATA[Marília ]]></publisher-loc>
<publisher-name><![CDATA[Faculdade de Filosofia e Ciências, Universidade Estadual Paulista]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ZAFANI]]></surname>
<given-names><![CDATA[M. D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Percepção de pais e professores acerca do desempenho de crianças com deficiência física em atividades do contexto escolar]]></source>
<year></year>
<publisher-loc><![CDATA[Marília ]]></publisher-loc>
<publisher-name><![CDATA[Faculdade de Filosofia e Ciências, Universidade Estadual Paulista]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ZAFANI]]></surname>
<given-names><![CDATA[M.D.]]></given-names>
</name>
<name>
<surname><![CDATA[OMOTE]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[As tarefas de casa no contexto da educação inclusiva: reflexões a partir da perspectiva do professor]]></article-title>
<source><![CDATA[Anais...]]></source>
<year></year>
<conf-name><![CDATA[ SEMINÁRIO DE PESQUISA DO PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO, 16]]></conf-name>
<conf-date>2014</conf-date>
<conf-loc>Marília </conf-loc>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WIEZZEL]]></surname>
<given-names><![CDATA[A.C.S.]]></given-names>
</name>
</person-group>
<source><![CDATA[<em>Li&#231;&#227;o de casa</em>: reprodu&#231;&#227;o ou constru&#231;&#227;o do conhecimento escolar]]></source>
<year></year>
<publisher-loc><![CDATA[Marília ]]></publisher-loc>
<publisher-name><![CDATA[Faculdade de Filosofia e Ciências, Universidade Estadual Paulista]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
