<?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>2526-8449</journal-id>
<journal-title><![CDATA[Linguagens, Educação e Sociedade (LES)]]></journal-title>
<abbrev-journal-title><![CDATA[Revista LES]]></abbrev-journal-title>
<issn>2526-8449</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Piauí]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-84492025000100101</article-id>
<article-id pub-id-type="doi">10.26694/rles.v29i59.4662</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ADULTOS COM DEFICIÊNCIA INTELECTUAL: ASPECTOS DA ALFABETIZAÇÃO E LETRAMENTO]]></article-title>
<article-title xml:lang="en"><![CDATA[ADULTS WITH INTELLECTUAL DISABILITY: ASPECTS OF ALPHABETIZATION AND LITERACY]]></article-title>
<article-title xml:lang="es"><![CDATA[ADULTOS CON DISCAPACIDAD INTELECTUAL: ASPECTOS DE ALFABETIZACIÓN Y LECTOESCRITURA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alencar]]></surname>
<given-names><![CDATA[Gizeli Aparecida Ribeiro de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lacerda]]></surname>
<given-names><![CDATA[Cristina Broglia Feitosa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<volume>29</volume>
<numero>59</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-84492025000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-84492025000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-84492025000100101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Para estudiosos da Psicologia Histórico-Cultural, as mudanças de comportamento que ocorrem durante o processo de desenvolvimento possibilitam os avanços na transformação da criança em um adulto cultural. Os processos mentais superiores - memória, percepção, pensamento, imaginação e vontade - propiciam a introdução no mundo dos símbolos, os quais são mediados pelas influências socioculturais e regidos pelas leis da internalização. Quando a linguagem é imposta sem conexão com a realidade e sem significado, torna-se apenas uma habilidade técnica e mecânica, pois os educandos não se envolvem com a essência da língua. A partir dessa premissa, objetivamos, neste texto, refletir a respeito da apropriação da leitura e escrita por adultos com Deficiência Intelectual (DI). Desenvolvemos assim, um estudo qualitativo do tipo bibliográfico respaldado principalmente nas contribuições de Vygotsky e Luria. Acreditamos que pouca atenção é dada à linguagem escrita como tal, já que, geralmente, o professor começa pelo aspecto técnico e esquece a função social para qual a escrita foi criada, ou seja, para registro, expressão e comunicação, e isso se agrava quando o educando tem DI. O estudo, amparado nos pressupostos da Psicologia Histórico-Cultural, evidenciou, no caso de pessoas com DI, diante de um entorno sociocultural em que mediadores sejam escassos ou inexistentes, com poucas oportunidades de interação social efetivamente ofertadas, que é a escola, por meio da instrução formal, que potencializará a formação desses signos linguísticos, indispensáveis à formação dos conceitos científicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT For scholars of Cultural-Historical Psychology, the changes in behavior that occur during the developmental process enable advances in the transformation of the child into a cultural adult. The higher mental processes - memory, perception, thought, imagination and will - provide the introduction into the world of symbols, which are mediated by sociocultural influences and governed by the laws of internalization. When language is imposed without connection to reality and without meaning, it becomes only a technical and mechanical skill, because students do not engage with the essence of language. From this premise, we aim, in this text, to reflect on the appropriation of reading and writing by adults with Intellectual Disability (ID). We thus developed a qualitative bibliographic study based mainly on the contributions of Vygotsky and Luria. We believe that little attention is given to written language as such, since, generally, the teacher begins with the technical aspect and forgets the social function for which writing was created, that is, for registration, expression, and communication, and this is aggravated when the student has ID. The study, supported by the assumptions of HistoricalCultural Psychology, evidenced, in the case of people with ID, in the face of a sociocultural environment in which mediators are scarce or nonexistent, with few opportunities for social interaction effectively offered, that it is the school, through formal instruction, that will enhance the formation of these linguistic signs, indispensable for the formation of scientific concepts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Para los estudiosos de la Psicología Histórico-Cultural, los cambios de comportamiento que ocurren durante el proceso de desarrollo posibilitan avances en la transformación del niño en un adulto cultural. Los procesos mentales superiores -memoria, percepción, pensamiento, imaginación y voluntadproporcionan la introducción al mundo de los símbolos, que están mediados por influencias socioculturales y regidos por las leyes de la interiorización. Cuando el lenguaje se impone sin conexión con la realidad y sin significado, se convierte en una habilidad técnica y mecánica, ya que los aprendices no se involucran con la esencia del lenguaje. A partir de esta premisa, pretendemos, en este texto, reflexionar sobre la apropiación de la lectura y la escritura por parte de adultos con Discapacidad Intelectual (DI). Así, desarrollamos un estudio bibliográfico cualitativo basado principalmente en las aportaciones de Vygotsky y Luria. Creemos que se presta poca atención a la lengua escrita como tal, ya que, por lo general, el docente parte del aspecto técnico y se olvida de la función social para la que se creó la escritura, es decir, para el registro, la expresión y la comunicación, y esto se agrava cuando el estudiante tiene cédula. El estudio, apoyado en los presupuestos de la Psicología Histórico-Cultural, mostró, en el caso de las personas con DI, ante un entorno sociocultural en el que los mediadores son escasos o inexistentes, con pocas oportunidades de interacción social efectivamente ofrecidas, lo que Es la escuela, a través de la instrucción formal, la que potenciará la formación de estos signos lingüísticos, indispensables para la formación de los conceptos científicos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Deficiência Intelectual]]></kwd>
<kwd lng="pt"><![CDATA[Adultos]]></kwd>
<kwd lng="pt"><![CDATA[Alfabetização e Letramento.]]></kwd>
<kwd lng="en"><![CDATA[Intellectual Disability]]></kwd>
<kwd lng="en"><![CDATA[Adults]]></kwd>
<kwd lng="en"><![CDATA[Alphabetization and Literacy.]]></kwd>
<kwd lng="es"><![CDATA[Discapacidad intelectual]]></kwd>
<kwd lng="es"><![CDATA[adultos]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización y lectoescritura.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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