<?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>S1413-65382022000100319</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702022v28e0010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[(Im)Possibilidades Comunicativas de uma Criança com Surdocegueira Congênita no Contexto de uma Instituição Especializada]]></article-title>
<article-title xml:lang="en"><![CDATA[Communicative (Im)Possibilities of a Child with Congenital Deafblindness in the Context of a Specialized Institution]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MAIO]]></surname>
<given-names><![CDATA[Fabiana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FREITAS]]></surname>
<given-names><![CDATA[Ana Paula de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade São Francisco (USF)  ]]></institution>
<addr-line><![CDATA[Itatiba São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade São Francisco (USF) Programa de Pós-Graduação Stricto Sensu em Educação ]]></institution>
<addr-line><![CDATA[Itatiba São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382022000100319&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382022000100319&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382022000100319&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O presente artigo aborda a temática da comunicação em crianças com surdocegueira congênita. Fundamentado nas proposições teórico-metodológicas da perspectiva histórico-cultural do desenvolvimento humano, o estudo considera as dimensões sociais e semióticas como fundantes para o processo de desenvolvimento dos indivíduos. O estudo empírico foi realizado em uma instituição especializada no atendimento educacional de pessoas com surdocegueira e teve por objetivo compreender as (im) possibilidades de comunicação de uma criança com surdocegueira congênita a partir da dinâmica das relações sociais vivenciadas por ela no contexto das práticas educativas. Trata-se de uma pesquisa qualitativa, realizada por meio de um estudo de caso, tomando como lócus de observação e de intervenção os atendimentos educacionais realizados pela pedagoga da instituição, em parceria com a pesquisadora participante. Para registro, optou-se por videogravação e diário de campo. Todo o material audiovisual foi transcrito para análise e os dados organizados em três eixos: 1- Corpos biológicos e corpos signos; 2- O jogo de significados e sentidos; 3- O domínio do espaço como fonte de mobilização de funções psíquicas superiores. Em consonância com a perspectiva histórico-cultural, decidiu-se pela análise microgenética dos dados. Os resultados indicam que, quando são consideradas as especificidades da comunicação, o aluno com surdocegueira congênita pode participar e atribuir sentidos ao contexto educacional. O uso de diferentes sistemas de comunicação, quando alicerçado na mediação social, amplia as possibilidades de interação social. Ademais, diante de condições de acesso ao entorno, a criança tem mais oportunidades de planejar ações e comunicar seus desejos e suas intenções.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This article addresses the theme of communication in children with congenital deafblindness. Based on the theoretical-methodological propositions from the historical-cultural perspective of human development, this study considers the social and semiotic dimensions as foundations for the development process of individuals. Te empirical study was carried out in an institution specialized in the educational care of people with deafblindness and aimed to understand the communication (im) possibilities of a child with congenital deafblindness based on the dynamics of social relationships experienced in the context of educational practices. This is a qualitative research carried out through a case study, taking as an observation and intervention locus the educational assistance provided by the institution&#8217;s pedagogue along with the participating researcher. For record purposes, we opted for video recording and feld diary. All audiovisual material has been transcribed for analysis and the data organized into three axes: 1- Biological bodies and sign bodies; 2- The game of meanings and senses; 3- The domain of space as a source for mobilizing higher psychic functions. In line with the historical-cultural perspective, the microgenetic analysis of the data was decided upon. The results indicate that, when the communication specificities are considered, the student with congenital deafblindness can participate and attribute meanings to the educational context. The use of diverse communication systems, when based on social mediation, expands the possibilities of social interaction. In addition, given conditions of access to the environment, children have more opportunities to plan actions and communicate their desires and intentions.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Surdocegueira]]></kwd>
<kwd lng="en"><![CDATA[Comunicação]]></kwd>
<kwd lng="en"><![CDATA[Linguagem]]></kwd>
<kwd lng="en"><![CDATA[Educação]]></kwd>
<kwd lng="en"><![CDATA[Perspectiva histórico-cultural]]></kwd>
<kwd lng="pt"><![CDATA[Deafblindness]]></kwd>
<kwd lng="pt"><![CDATA[Communication]]></kwd>
<kwd lng="pt"><![CDATA[Language]]></kwd>
<kwd lng="pt"><![CDATA[Education]]></kwd>
<kwd lng="pt"><![CDATA[Historical-cultural perspective]]></kwd>
</kwd-group>
</article-meta>
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