<?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>S1413-65382014000200005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Interação entre crianças com deficiência visual em grupos de brincadeira]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz]]></surname>
<given-names><![CDATA[Letícia Coelho]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Batista]]></surname>
<given-names><![CDATA[Cecília Guarnieri]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A05">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2014</year>
</pub-date>
<volume>20</volume>
<numero>02</numero>
<fpage>209</fpage>
<lpage>222</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382014000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382014000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382014000200005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Os estudos sobre o brincar e o desenvolvimento de crianças com deficiência visual tem destacado os obstáculos que podem surgir na interação com parceiros. No presente estudo, buscou-se analisar as formas de interação entre as crianças e de atuação do adulto, em situação de brincadeira faz de conta, identificando possíveis dificuldades e soluções para as mesmas. Foram observadas duas crianças de cinco anos, com deficiência visual (cegueira e baixa visão) e dificuldades escolares. As sessões foram filmadas e foram selecionados episódios de interação entre os participantes, com foco nas capacidades e dificuldades no contexto grupal. A análise foi baseada em categorias referentes à intervenção do adulto pesquisador e à interação entre crianças nas brincadeiras infantis. A análise dos dados indicou exemplos de habilidades e iniciativas das crianças na elaboração de cenas e enredos, bem como algumas dificuldades na interação entre elas. Destacou a atuação da pesquisadora na promoção da brincadeira, a partir de necessidades identificadas a cada momento da interação, como, por exemplo, a descrição de ações e objetos para a criança cega e a intervenção em caso de disputas. Considerou-se que grupos de brincadeira favorecem a interação entre crianças com deficiência visual e destacou-se o papel do adulto nesse contexto. Esses aspectos foram considerados relevantes para o planejamento pedagógico no contexto da educação inclusiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Studies about play and development of children with visual impairments have emphasized different obstacles than emerge during interaction with their playmates. In the present study, modes of child-child interaction and of adult intervention in make-believe group play were analyzed. Possible challenges and solutions for child participation were identified. The participants were two visually impaired children (blindness and low vision) aged five years who presented school difficulties. The sessions were filmed and episodes of interaction among participants were selected, focusing on capacities and difficulties in the group context. The analysis was based on categories related to the intervention of the adult researcher and to child-child interaction during play. The analysis indicated instances of abilities and initiatives of the children in elaborating scenes and plots, as well as some difficulties in their interaction. The researcher’s role in promoting play was also underscored in each interaction instance (e.g.: the description of actions and objects for the blind child and intervention in case of disputes). The results suggested that play groups promote interaction between visually impaired children while highlighting the role of the adult in this context. Those aspects were considered relevant for pedagogical planning in the context of inclusive education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Deficiências da Visão]]></kwd>
<kwd lng="pt"><![CDATA[Brinquedo]]></kwd>
<kwd lng="pt"><![CDATA[Interação Social]]></kwd>
<kwd lng="pt"><![CDATA[Psicologia do Desenvolvimento]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Visual Impairment]]></kwd>
<kwd lng="en"><![CDATA[Play]]></kwd>
<kwd lng="en"><![CDATA[Social Interaction]]></kwd>
<kwd lng="en"><![CDATA[Developmental Psychology]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Intera&ccedil;&atilde;o  entre crian&ccedil;as com defici&ecirc;ncia visual em grupos de brincadeira.</h2> <h3>Interaction among visually impaired children in play  groups.</h3>     <p>&nbsp;</p> <h4>Let&iacute;cia  Coelho Ruiz, Cec&iacute;lia Guarnieri Batista</h4>     <p>&nbsp;</p> </font>      ]]></body><back>
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