<?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>S1413-65382015000400427</article-id>
<article-id pub-id-type="doi">10.1590/S1413-65382115000400008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DESENHO INFANTIL E AQUISI&#199;&#195;O DE LINGUAGEM EM CRIAN&#199;AS SURDAS: UM OLHAR HIST&#211;RICO-CULTURAL]]></article-title>
<article-title xml:lang="en"><![CDATA[CHILDREN'S DRAWING AND LANGUAGE ACQUISITION IN DEAF CHILDREN: A HISTORICAL-CULTURAL VIEW]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ZERBATO]]></surname>
<given-names><![CDATA[Ana Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LACERDA]]></surname>
<given-names><![CDATA[Cristina Broglia Feitosa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos Programa de Pós-Graduação em Educação Especial ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de São Carlos Centro de Educação e Ciências Humanas ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></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>427</fpage>
<lpage>442</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382015000400427&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382015000400427&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382015000400427&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo pretendeu analisar a inter-rela&#231;&#227;o da atividade simb&#243;lica de desenhar com o desenvolvimento de linguagem de crian&#231;as surdas, usu&#225;rias tardias da l&#237;ngua brasileira de sinais, e em fase de aquisi&#231;&#227;o da escrita da L&#237;ngua Portuguesa como segunda l&#237;ngua. Assumindo a abordagem qualitativa, apoiou-se na perspectiva Hist&#243;rico-Cultural, que busca reunir em um modelo explicativo tanto os mecanismos cerebrais impl&#237;citos ao funcionamento psicol&#243;gico como o desenvolvimento da esp&#233;cie humana e do indiv&#237;duo ao longo de um processo hist&#243;rico e cultural, incluindo a especifica&#231;&#227;o do contexto social. Participaram do estudo tr&#234;s crian&#231;as, com idade entre quatro e sete anos, que se encontravam em fase de aquisi&#231;&#227;o da l&#237;ngua de sinais e em fase inicial de contato com a l&#237;ngua portuguesa escrita e a professora bil&#237;ngue da sala de aula. Os dados coletados foram analisados &#224; luz da abordagem Hist&#243;rico-Cultural buscando a rela&#231;&#227;o entre essa forma s&#237;gnica de express&#227;o - o desenho, a l&#237;ngua que est&#225; sendo adquirida pelas crian&#231;as surdas e o processo de significa&#231;&#227;o de mundo que est&#225; sendo constru&#237;do por meio da media&#231;&#227;o do outro. Com base na literatura que trata da interpreta&#231;&#227;o de desenhos infantis, tamb&#233;m foi realizada an&#225;lise da constru&#231;&#227;o dos significados que as representa&#231;&#245;es gr&#225;ficas das crian&#231;as surdas apresentam. Os resultados apontam para a import&#226;ncia da l&#237;ngua de sinais e da atividade de desenho como recurso s&#237;gnico, que contribui para o progresso lingu&#237;stico e cognitivo destas crian&#231;as que buscam ser bil&#237;ngues.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The present paper aimed to analyze the interrelation between the symbolic activity of drawing and language development in deaf children, who were late on the acquisition of Brazilian sign language, and who were at the beginning level of Portuguese writing as a second language. In a qualitative approach, this paper was based on a cultural-historical perspective aiming to gather in one explicative model both brain mechanisms that are implicit to the psychological operation and human and individual development throughout a long historical and cultural process, including the social context. Three deaf children, ages between four and seven years, their bilingual teacher participated in the study. All of them were beginning the acquisition of Brazilian Sign Language and Portuguese writing. Data collected were analysed through the cultural-historical theory in order to evaluate the relation between the sign form of expression - the drawings, the language in process of acquisition by deaf children and the signification process of the world that is in building process through the mediation with others. Children's drawing interpretation literature was used to analyze the meaning construction of deaf children's graphical representation. Data showed that sign language and drawing are important signal resources that contribute to language and cognitive development of children who are becoming bilingual.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Desenho infantil]]></kwd>
<kwd lng="pt"><![CDATA[Teoria Histórico-Cultural]]></kwd>
<kwd lng="pt"><![CDATA[Surdez]]></kwd>
<kwd lng="pt"><![CDATA[Linguagem]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Children's drawing]]></kwd>
<kwd lng="en"><![CDATA[Cultural-Historical Theory]]></kwd>
<kwd lng="en"><![CDATA[Deafness]]></kwd>
<kwd lng="en"><![CDATA[Language]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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