<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. educ.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932017000300425</article-id>
<article-id pub-id-type="doi">10.24220/P1519-3993-2017220300007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Dialogismo e impedimentos cognitivos: reflex&#245;es sobre a comunica&#231;&#227;o entre adulto e estudantes com defici&#234;ncia intelectual]]></article-title>
<article-title xml:lang="en"><![CDATA[Dialogism and cognitive difficulties: Reflections on the communication between adults and students with intellectual disabilities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cavalcante]]></surname>
<given-names><![CDATA[Tícia Cassiany Ferro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pernambuco Centro de Educação Departamento de Psicologia e Orientação Educacionais]]></institution>
<addr-line><![CDATA[Recife PE]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>22</volume>
<numero>3</numero>
<fpage>425</fpage>
<lpage>439</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932017000300425&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932017000300425&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932017000300425&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo tem como objetivo investigar as caracter&#237;sticas lingu&#237;stico-discursivas na comunica&#231;&#227;o estabelecida entre crian&#231;a com defici&#234;ncia intelectual e adulto, em situa&#231;&#227;o de Atendimento Educacional Especializado, bem como os recursos utilizados para facilitar a comunica&#231;&#227;o e garantir a acessibilidade cognitiva. A pessoa com defici&#234;ncia intelectual possui impedimentos na comunica&#231;&#227;o oral, com dificuldades na express&#227;o oral, quando comparada &#224; compreens&#227;o da linguagem. A pesquisa foi realizada em uma escola municipal da cidade do Recife. Participaram desse estudo duas crian&#231;as que apresentavam defici&#234;ncia m&#250;ltipla e impedimentos cognitivos, al&#233;m da professora especialista. A coleta de dados foi realizada em situa&#231;&#227;o de atendimento, em que foram videografadas as sess&#245;es de atendimento de cada crian&#231;a. Foi poss&#237;vel perceber que o uso demasiado de gestos associado &#224; oralidade &#233; muito comum na comunica&#231;&#227;o desses sujeitos. Investigar as caracter&#237;sticas lingu&#237;stico-discursivas de estudantes com defici&#234;ncia intelectual pode trazer contribui&#231;&#245;es para a pr&#225;tica docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this article was to investigate the linguistic and discursive characteristics present in the communication between a child with intellectual disabilities and an adult in a situation of Specialized Educational Assistance, as well as the resources used to facilitate this communication and ensure cognitive accessibility. The person with intellectual disabilities has more difficulty expressing him/herself orally than with language comprehension. The research was conducted in a municipal school in Recife with two children with multiple disabilities and cognitive difficulties and a specialist teacher. Data was collected from videos of each child&#8217;s assistance sessions. The study showed that excessive use of gestures associated with oral communication is very common in these subjects. Investigating the linguistic and discursive characteristics of students with intellectual disabilities may bring contributions to the practice of teaching.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cognição]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Linguagem]]></kwd>
<kwd lng="en"><![CDATA[Cognition]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Language]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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