<?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>S1413-65382015000100127</article-id>
<article-id pub-id-type="doi">10.1590/S1413-65382115000100009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As Formas de Comunica&#231;&#227;o e de Inclus&#227;o da Crian&#231;a Kaiow&#225; Surda na Fam&#237;lia e na Escola: um Estudo Etnogr&#225;fico]]></article-title>
<article-title xml:lang="en"><![CDATA[Ways of Communication and Inclusion of the Kaiowá Deaf Children in Family and School: an Ethnographic Study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BRUNO]]></surname>
<given-names><![CDATA[Marilda Moraes Garcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LIMA]]></surname>
<given-names><![CDATA[Juliana Maria da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Grande Dourados  ]]></institution>
<addr-line><![CDATA[Dourados Mato Grosso do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal da Grande Dourados  ]]></institution>
<addr-line><![CDATA[Dourados Mato Grosso do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<volume>21</volume>
<numero>1</numero>
<fpage>127</fpage>
<lpage>142</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382015000100127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382015000100127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382015000100127&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[atualmente a etnografia est&#225; consolidada como m&#233;todo de pesquisa no campo das ci&#234;ncias sociais, contudo ganha gradativamente mais espa&#231;o no cen&#225;rio educacional. Este estudo configurou-se pelo delineamento do objeto a partir do viver dentro, na tentativa de compreender a experi&#234;ncia cultural dos povos ind&#237;genas surdos Guarani-Kaiow&#225;. Assim, tem como objetivo geral investigar as formas de comunica&#231;&#227;o e de inclus&#227;o da crian&#231;a surda no contexto familiar e escolar das comunidades ind&#237;genas das Aldeias Boror&#243; e Jaguapiru, em Dourados, MS. Os objetivos espec&#237;ficos foram: a) compreender como a crian&#231;a ind&#237;gena surda se relaciona e se comunica com a fam&#237;lia e a escola; b) identificar as facilidades e as dificuldades encontradas na forma de comunica&#231;&#227;o e na inclus&#227;o; e c) descrever as a&#231;&#245;es e as estrat&#233;gias utilizadas pela fam&#237;lia e pela escola para a comunica&#231;&#227;o e a efetiva&#231;&#227;o da inclus&#227;o da crian&#231;a nesses sistemas. As an&#225;lises t&#234;m bases conceituais dos estudos culturais, dos estudos surdos e das premissas do desenvolvimento humano ecol&#243;gico, pautadas na interdepend&#234;ncia entre as culturas familiares e os diferentes contextos de socializa&#231;&#227;o, fatores estes determinantes para o desenvolvimento humano. Os resultados do estudo permitiram: conhecer um sistema incipiente de comunica&#231;&#227;o utilizado pelos familiares da crian&#231;a; identificar os irm&#227;os como mediadores da comunica&#231;&#227;o na fam&#237;lia e na escola; e reconhecer, nas falas dos professores, o papel do int&#233;rprete de Libras como estrat&#233;gia pedag&#243;gica e comunicativa para a inclus&#227;o da crian&#231;a ind&#237;gena surda. Por fim, a pesquisa etnogr&#225;fica permitiu uma investiga&#231;&#227;o a partir dos olhares de dentro, apontando ind&#237;cios para o estabelecimento de um di&#225;logo intercultural.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Currently, ethnographies are recognized as serious research methods in the field of social sciences, though they are still gaining recognition in the educational scene. This study is based on the delimitation of the object from an inside perspective, aiming to understand the cultural experience of the Guarani-Kaiow&#225; deaf people. The general goal is to investigate the communication and inclusion process of deaf children in family and school contexts of the indigenous communities of Boror&#243; and Jaguapiru Villages, in Dourados/Mato Grosso do Sul. The specific goals were: a) to comprehend how indigenous deaf children relate to and communicate with their family and in school; b) to identify what is comfortable and what is difficult for them regarding communication and inclusion; and c) to describe actions and strategies used by the family and by the school to achieve communication and effective inclusion of children in these systems. The analyses are conceptually based on cultural studies, deaf studies and assumptions of ecological human development, guided by the interdependence between family cultures and different contexts of socialization - determining factors for human development. The results of the study allowed us to: identify an emerging system of communication used by family and child; to identify siblings as mediators of communication in the family and at school; and to recognize, in the speech of teachers, the role of the sign language interpreter as a pedagogical and communicative strategy for the inclusion of indigenous deaf children. Finally, ethnographic research enabled us to investigate this situation with an insider view, highlighting the establishment of intercultural dialogue.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Surdez]]></kwd>
<kwd lng="pt"><![CDATA[Educação Indígena]]></kwd>
<kwd lng="pt"><![CDATA[Culturas]]></kwd>
<kwd lng="pt"><![CDATA[Língua de Sinais]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Deafness]]></kwd>
<kwd lng="en"><![CDATA[Indigenous Education]]></kwd>
<kwd lng="en"><![CDATA[Cultures]]></kwd>
<kwd lng="en"><![CDATA[Sign Language]]></kwd>
</kwd-group>
</article-meta>
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<publisher-name><![CDATA[Atlas]]></publisher-name>
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