<?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>S1413-65382015000400349</article-id>
<article-id pub-id-type="doi">10.1590/S1413-65382115000400003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[TECNOLOGIAS M&#211;VEIS NA INCLUS&#195;O ESCOLAR E DIGITAL DE ESTUDANTES COM TRANSTORNOS DE ESPECTRO AUTISTA]]></article-title>
<article-title xml:lang="en"><![CDATA[MOBILE TECHNOLOGIES IN EDUCATION AND DIGITAL INCLUSION OF STUDENTS WITH AUTISM SPECTRUM DISORDERS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANTAROSA]]></surname>
<given-names><![CDATA[Lucila Maria Costi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CONFORTO]]></surname>
<given-names><![CDATA[Débora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul Núcleo de Informática na Educação Especial (NIEE) ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul Núcleo de Informática na Educação Especial (NIEE) ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>21</volume>
<numero>4</numero>
<fpage>349</fpage>
<lpage>366</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382015000400349&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382015000400349&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382015000400349&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Com foco nas pol&#237;ticas p&#250;blicas inclusivas, a rela&#231;&#227;o entre estudantes com Transtorno de Espectro Autista e dispositivos m&#243;veis foi problematizada para discutir os limites e as possibilidades da configura&#231;&#227;o tecnol&#243;gica 1:1 em apoiar processos de inclus&#227;o escolar e digital na rede p&#250;blica brasileira de ensino. Metodologicamente, caracteriza-se como uma pesquisa qualitativa de enfoque explorat&#243;rio e explicativo, epistemologicamente apoiada na teoria s&#243;cio-hist&#243;rica e conduzida por dois grandes questionamentos: (i) Os dispositivos m&#243;veis apresentam interface acess&#237;vel a sujeitos com Transtornos de Espectro Autista? (ii) Que movimentos foram desencadeados pela media&#231;&#227;o dos dispositivos m&#243;veis para potencializar a inclus&#227;o sociodigital de sujeitos com Transtornos de Espectro Autista? A partir dos dados coletados foi poss&#237;vel analisar as fragilidades e as potencialidades da intera&#231;&#227;o de tr&#234;s sujeitos de pesquisas, estudantes dos anos iniciais da Educa&#231;&#227;o B&#225;sica em processo de alfabetiza&#231;&#227;o, pela interface da tecnologia m&#243;vel. O comportamento refrat&#225;rio dos sujeitos de pesquisa em rela&#231;&#227;o ao laptop educacional pode ser justificado pelos problemas de acessibilidade tecnol&#243;gica associada ao dispositivo m&#243;vel, muitos deles potencializados pelas especificidades do Transtorno de Espectro Autista: interface pouco amig&#225;vel, de dif&#237;cil compreens&#227;o pelo grau de abstra&#231;&#227;o e pela complexidade do sistema operacional, com suas m&#250;ltiplas escolhas e configura&#231;&#245;es. Na intera&#231;&#227;o com o tablet foi poss&#237;vel constatar um manuseio amig&#225;vel e intuitivo, pois a manipula&#231;&#227;o com o objeto ocorre de forma direta e natural, com o toque do dedo. A arquitetura dessa tecnologia permite seu uso em diferentes lugares e posi&#231;&#245;es, uma resposta positiva &#224; hiperatividade e para qualificar estrat&#233;gias de media&#231;&#227;o pedag&#243;gica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Focused on inclusive public policies, the relationship between students with Autism Spectrum Disorders and mobile devices was examined in order to discuss the limits and possibilities of the technological configuration 1:1 for supporting education and digital inclusion programs in Brazilian public schools. Methodologically, this was a qualitative research, with exploratory and explanatory approaches. Epistemologically, the study was supported by the socio-historic theory and guided by two major questions: (i) Do mobile devices have accessible interfaces for individuals with Autism Spectrum Disorders? (ii) What movements were triggered by the mediation of mobile devices for enhancing the socio-digital inclusion of individuals with Autism Spectrum Disorders? From the collected data, we could observe frailties and potential for interaction for the three research subjects. The participants were attending the first years of Elementary School, during literacy process with the use of mobile devices. We concluded that the subjects' resistance towards the educational laptop can be justified by accessibility problems associated to the mobile device, many of which increased by the specificities of Autism Spectrum Disorders: poor user-friendly interface, difficult to understand due to the level of abstraction, and complex operational system, with its multiple choices and configurations. The interaction with the tablet showed a more friendly and intuitive use, as handling the object occurs more directly and naturally with fingers touching the screen. The architecture of this technology allows the use in different places and positions, a positive response to hyperactivity as well as qualifying strategies for pedagogical mediations.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Empoderamento]]></kwd>
<kwd lng="pt"><![CDATA[Política de inclusão social]]></kwd>
<kwd lng="pt"><![CDATA[Informática e educação]]></kwd>
<kwd lng="pt"><![CDATA[Autismo]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Empowerment]]></kwd>
<kwd lng="en"><![CDATA[Social Inclusion Policy]]></kwd>
<kwd lng="en"><![CDATA[Informatics and education]]></kwd>
<kwd lng="en"><![CDATA[Autism]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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