<?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>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822018000300362</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2018.3.31732</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Interacción tangible para la Compensación Social de procesos mediados en niños con diversidad funcional]]></article-title>
<article-title xml:lang="pt"><![CDATA[Interação tangível para a Compensação Social de processos mediados em crianças com deficiência]]></article-title>
<article-title xml:lang="en"><![CDATA[Tangible Interaction for Social Compensation at mediated process for functional diversity children]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Passerino]]></surname>
<given-names><![CDATA[Liliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Roselló]]></surname>
<given-names><![CDATA[Teresa Coma]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Baldassarri]]></surname>
<given-names><![CDATA[Sandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Zaragoza  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Zaragoza  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<volume>41</volume>
<numero>3</numero>
<fpage>362</fpage>
<lpage>373</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822018000300362&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822018000300362&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822018000300362&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las tecnologías pueden tener un papel mediador y potenciador del aprendizaje del alumnado con diversidad funcional. En este artículo se discute la compensación social en procesos mediados con tecnologías y se presenta un estudio de caso en el que se utiliza interacción tangible con 6 niños con autismo y 7 con problemas específicos de comunicación en un proceso de intervención educativa. A partir de los datos, se analiza la interacción social y los procesos de mediación emergentes en el grupo de estudio. Los resultados muestran una mejoría de las interacciones en la mayoría de los participantes así como su capacidad de representación de los objetos manipulados, facilitando la transición de lo concreto a lo simbólico. Ese cambio se mostró más evidente en los participantes que no tenían lenguaje oral funcional y alfabetización. Las mediaciones con la interacción tangible y las diferentes formas de representación posibilitaron el acceso al lenguaje simbólico y potenciaron la zona de desarrollo próximo, clave para la compensación social señalada por Vygotsky.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As tecnologias podem ter um papel mediador e potencializador da aprendizagem dos alunos com deficiência. Neste artigo se discute a compensação social nos processos mediados com tecnologias apresentando um estudo de caso no que se utiliza interação tangível com 6 crianças com autismo e 7 com problemas específicos de comunicação num processo de intervenção educativa. A partir dos dados, se analisam a interação social e processos de mediação emergentes no grupo pesquisado. Os resultados mostram una melhora das interações na maioria dos participantes assim como na sua capacidade representativa dos objetos manipulados, promovendo a transição do concreto ao simbólico. Essa mudança se mostrou mais evidente nos participantes que não possuíam linguagem oral funcional nem alfabetização. As mediações com a interação tangível e as diferentes formas de representação possibilitaram o acesso à linguagem simbólica e potencializaram a zona de desenvolvimento iminente, chave para a compensação social definida por Vygotsky.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Technology can have a motivating and mediation role in the learning of students with functional diversity. In this paper, we discuss social compensation in processes that are mediated with technologies from a case study with 6 ASD children and 7 children with specific communication needs using tangible interaction in na educational intervention process. Based on the data, social interaction and mediation social processes emerged in the study group are discussed. The results showed improvements in the interactions of most of the subjects, as well as in their ability to represent the manipulated objects, enabling the transition from the concrete to the symbolic. This change was more evident in the participants with no functional oral language and literacy. Mediations with tangible interaction and the different representation ways allow the access to symbolic language and promote the zone of proximal development (or imminent), key for the social compensation pointed by Vygotsky.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Diversidad funcional]]></kwd>
<kwd lng="es"><![CDATA[Interacción tangible]]></kwd>
<kwd lng="es"><![CDATA[Compensación social]]></kwd>
<kwd lng="es"><![CDATA[Mediación]]></kwd>
<kwd lng="es"><![CDATA[Interacción social]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência]]></kwd>
<kwd lng="pt"><![CDATA[Interação tangível]]></kwd>
<kwd lng="pt"><![CDATA[Compensação social]]></kwd>
<kwd lng="pt"><![CDATA[Mediação]]></kwd>
<kwd lng="pt"><![CDATA[Interação social]]></kwd>
<kwd lng="en"><![CDATA[Functional diversity]]></kwd>
<kwd lng="en"><![CDATA[Tangible interaction]]></kwd>
<kwd lng="en"><![CDATA[Social compensation]]></kwd>
<kwd lng="en"><![CDATA[Mediation]]></kwd>
<kwd lng="en"><![CDATA[Social interaction]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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