<?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>S1413-65382013000300007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A questão linguística na inclusão escolar de alunos surdos: ambiente regular inclusivo versus ambiente exclusivamente ouvinte]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aspilicueta]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leite]]></surname>
<given-names><![CDATA[Carla Delani]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Emileine Cristine Mathias]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[Gilmar de Carvalho]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A07">
<institution><![CDATA[,Universidade Estadual do Centro-Oeste  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2013</year>
</pub-date>
<volume>19</volume>
<numero>03</numero>
<fpage>395</fpage>
<lpage>410</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382013000300007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382013000300007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382013000300007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Ao direcionarmos o olhar para as questões e implicações que a surdez suscita, um ponto que emerge imediatamente refere-se à linguagem. A pesquisa visa à descrição da linguagem utilizada por e com alunos surdos em contexto inclusivo, focalizando ambientes escolares distintos: um exclusivamente ouvinte, com presença de apenas uma aluna surda em toda a escola; e outro em que há concentração de alunos surdos na mesma escola. Os sujeitos focais da pesquisa são três meninas surdas que cursam o ensino fundamental em duas escolas municipais, assim como os professores e colegas que interagiram com elas ao longo da observação. Os sujeitos focais foram observados e filmados em sala de aula e durante situação de interação livre. O estudo permitiu observarmos comparativamente o que ocorreu em cada uma das escolas. Naquela em que há presença de vários surdos na escola, a proximidade com os professores do Centro de Atendimento Especializado, fluentes em LIBRAS, e os investimentos realizados na formação dos professores em língua de sinais, ainda que insuficientes, promoveram a presença da LIBRAS na escola. Embora utilizada de modo parcial, já que geralmente combinada a gestos e linguagem oral, a língua de sinais foi usada pelos surdos e ouvintes em suas interações. Em contrapartida, na escola em que não houve investimento na inclusão da LIBRAS e a escolarização segue princípios basicamente moralistas, a única aluna surda matriculada não fez uso nem de língua de sinais nem de linguagem oral de modo significativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[When we look at the issues and implications of deafness one point that emerges immediately refers to language. This study aims to describe language used by and with deaf students in inclusive contexts, focusing on different school environments: an exclusively hearing one, with the presence of only one deaf student throughout the school; and another one in which there is a concentration of deaf students in the same school. The focal subjects are three deaf girls who attend elementary school in two municipal schools, as well as the teachers and colleagues who interacted with them during the study. The focal subjects were observed and filmed in the classroom and during free interaction situations. The study allowed us to compare what happened in each of the schools. In the one where there are several deaf students, interaction with the special support system teachers, who were fluent in Brazilian sign language, and the investments made in the training of teachers to use sign language, albeit insufficient, promoted the presence of sign language in that school. Sign language was used by the deaf and hearing people in their interactions, even though it was not used to full extent, because it was usually combined with gestures and oral language. In contrast, in the school in which there was no investment in the inclusion of Brazilian sign language and the educational approach follows basically moralist principles, the only deaf student enrolled used neither sign nor oral language effectively.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Linguagem e Educação]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Surdos]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Language and Education]]></kwd>
<kwd lng="en"><![CDATA[School Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Deafness]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>A quest&atilde;o  lingu&iacute;stica na inclus&atilde;o escolar de alunos surdos: ambiente regular inclusivo  versus ambiente exclusivamente ouvinte.</h2> <h3>The linguistic issue in school inclusion of deaf  students: regular inclusive environment versus exclusively hearing environment.</h3>     <p>&nbsp;</p> <h4>Patricia  Aspilicueta, Carla Delani Leite, Emileine Cristine Mathias Rosa, Gilmar de  Carvalho Cruz</h4> </font>      ]]></body><back>
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