<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022022000100726</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202248234024</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A criança surda na educação infantil bilíngue: a importância do social para a construção da linguagem]]></article-title>
<article-title xml:lang="en"><![CDATA[The deaf child in bilingual pre-school education: the social importance for language construction]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garrutti]]></surname>
<given-names><![CDATA[Érica Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[Tarsila Nunes de Andrade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[Guarulhos SP]]></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>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022022000100726&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022022000100726&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022022000100726&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Fundamentando-se nas perspectivas histórico-cultural do desenvolvimento humano e bilíngue na educação da criança surda, este artigo analisa situações de interação na Língua Brasileira de Sinais (Libras), entre pares coetâneos surdos matriculados em uma turma de educação infantil e com seus professores, para observar como ocorre a apropriação dessa língua nas trocas cotidianas e a participação das crianças na rotina da turma. Como procedimento de coleta de dados, foram observadas situações de atividades dirigidas e livres em uma turma de educação infantil bilíngue para crianças surdas, tendo a Libras como primeira língua, por dois meses em três semestres consecutivos. Ainda como procedimento de coleta, as professoras da turma foram entrevistadas, bem como a coordenadora pedagógica e a diretora da instituição. Os resultados indicaram a importância da organização de ambientes educativos linguísticos de educação infantil, culturalmente preparados para o desenvolvimento de crianças surdas. As situações de interações revelaram que o aprendizado da língua de sinais acontece de modo rápido e em trocas rotineiras no contexto da turma. As interlocuções nessa língua, por sua vez, paulatinamente permitem que as crianças compartilhem conceitos e práticas comuns no cotidiano da turma.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Based on socio-historical perspectives of human and bilingual development in the education of deaf children, this paper analyzes interactions in Brazilian Sign Language (Libras) between peers of similar age enrolled in a pre-school class, as well as their teachers, in order to observe how this language is appropriated in daily exchange and children&#8217;s participation in the class&#8217; routine. For data collection, both guided and free activity situations were observed for two months in three consecutive terms, in a bilingual pre-school class for deaf children, Libras being their first language. Also for data collection, the group&#8217;s teachers were interviewed, as were the pedagogical coordinator and the principal of the institution. Results indicated the importance of organizing educational environments for pre-schools that are linguistically, culturally prepared for the development of deaf children. Interaction situations revealed that the learning of Sign Language takes place quickly and in routine exchanges in the classroom context, whilst interlocutions in this language gradually allow children to share concepts and practices that are common to the class&#8217; daily activities.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[Educação de surdos]]></kwd>
<kwd lng="pt"><![CDATA[Linguagem]]></kwd>
<kwd lng="pt"><![CDATA[Libras]]></kwd>
<kwd lng="en"><![CDATA[Pre-School education]]></kwd>
<kwd lng="en"><![CDATA[Deaf education]]></kwd>
<kwd lng="en"><![CDATA[Language]]></kwd>
<kwd lng="en"><![CDATA[Libras (Brazilian Sign Language)]]></kwd>
</kwd-group>
</article-meta>
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