<?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>S1413-65382020000100069</article-id>
<article-id pub-id-type="doi">10.1590/s1413-65382620000100005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Transtorno do Espectro Autista e Interações Escolares: Sala de Aula e Pátio]]></article-title>
<article-title xml:lang="en"><![CDATA[Autism Spectrum Disorder and School Interactions: Classroom and Schoolyard]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LEMOS]]></surname>
<given-names><![CDATA[Emellyne Lima de Medeiros Dias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NUNES]]></surname>
<given-names><![CDATA[Laísy de Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SALOMÃO]]></surname>
<given-names><![CDATA[Nádia Maria Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Paraíba Centro de Ciências Humanas e Letras Programa de Pós-Graduação em Psicologia Social]]></institution>
<addr-line><![CDATA[João Pessoa Paraíba]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Rondônia Departamento de Psicologia ]]></institution>
<addr-line><![CDATA[Porto Velho Rondônia]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[João Pessoa Paraíba]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>26</volume>
<numero>1</numero>
<fpage>69</fpage>
<lpage>84</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382020000100069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382020000100069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382020000100069&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este estudo objetivou analisar episódios interacionais de crianças com autismo nos contextos de sala de aula e pátio, considerando seus pares e professores. Entende-se a relevância da inclusão escolar e das interações sociais específicas que ocorrem nesses contextos a partir das características neurodesenvolvimentais, sociocomunicativas e comportamentais das crianças diagnosticadas com Transtorno do Espectro Autista. Para tanto, foram realizadas oito filmagens em duas escolas particulares, com quatro professoras, quatro crianças com autismo e 42 crianças com desenvolvimento típico. Os resultados foram apresentados em termos quantitativos, a partir das frequências de episódios interacionais; e qualitativos, a partir da descrição de quatro estudos de caso contendo trechos dos episódios interacionais. Apesar das variações entre os contextos, os episódios interacionais completos caracterizaram-se pelo uso de objetos e mediações diádicas dirigidas pelas professoras às crianças autistas. Sobre as interações entre os pares, destaca-se que essas trocas foram mais frequentes durante as atividades livres no contexto de sala de aula. Por fim, ressaltase o papel do estudo dos episódios interacionais para os processos de pesquisa, avaliação e intervenção na área escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This study aimed at analyzing interactional episodes of children with autism in the classroom and schoolyard contexts, considering their peers and teachers. It is understood the relevance of school inclusion and specific social interactions that occur in these contexts from the neurodevelopmental, socio-communicative and behavioral characteristics of children diagnosed with Autism Spectrum Disorder. In order to do that, eight filming sessions were held in two private schools, with four teachers, four children with autism and 42 children with typical development. The results were presented in quantitative terms, from the frequencies of interactional episodes; and qualitative terms, from the description of four case studies containing excerpts from the interactional episodes. In spite of the variations between the contexts, the complete interactional episodes were characterized by the use of objects and dyadic mediations directed by the teachers to the autistic children. On the interactions between the pairs, it is emphasized that these exchanges were more frequent during free activities in the context of the classroom. Finally, the role of the study of the interactional episodes for the processes of research, evaluation and intervention in the school area is emphasized.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autismo]]></kwd>
<kwd lng="pt"><![CDATA[Interação social]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão educacional]]></kwd>
<kwd lng="en"><![CDATA[Autism]]></kwd>
<kwd lng="en"><![CDATA[Social interaction]]></kwd>
<kwd lng="en"><![CDATA[Educational inclusion]]></kwd>
</kwd-group>
</article-meta>
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