<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2019000200809</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.19.061.ao05</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Contribuição da inclusão digital na afirmação de sujeitos com deficiência intelectual]]></article-title>
<article-title xml:lang="en"><![CDATA[Contribution of digital inclusion in the affirmation of subjects with intellectual disability]]></article-title>
<article-title xml:lang="es"><![CDATA[Contribución de la inclusión digital en la afirmación de sujetos con discapacidad intellectual]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Figueiredo]]></surname>
<given-names><![CDATA[Rita Vieira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[Silvia Roberta da Mota]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Poulin]]></surname>
<given-names><![CDATA[Jean Robert]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
<xref ref-type="aff" rid="Aa"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Campina Grande  ]]></institution>
<addr-line><![CDATA[Campo Grande PB]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Université du Quebec à Chicoutimi  ]]></institution>
<addr-line><![CDATA[Quebec ]]></addr-line>
<country>Canadá</country>
</aff>
<aff id="A3a">
<institution><![CDATA[,Universidade Federal do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>61</numero>
<fpage>809</fpage>
<lpage>825</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2019000200809&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2019000200809&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2019000200809&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A relevância da língua escrita na participação social e na subjetivação, bem como a dificuldade de sua apropriação por pessoas com deficiência intelectual motivou a realização desta pesquisa. O estudo investigou os efeitos da comunicação digital via Facebook na emergência de estratégias cognitivas e na subjetivação de pessoas com deficiência intelectual em contexto de mediação. Trata-se de uma pesquisa qualitativa com orientação sócio-histórica, realizada com três jovens com síndrome de Down, capazes de produzir escrita alfabética e utilizar ambientes digitais. Cada sujeito participou de oito sessões mediadas por estudantes de Pedagogia. Os resultados revelam a emergência de estratégias cognitivas, as quais foram ampliadas ao término do estudo. Por outro lado, houve a diminuição das estratégias de mediação. Os dados sugerem que a rede social Facebook e as estratégias de mediação utilizadas naquele ambiente digital contribuíram para a subjetivação dos participantes. Tais resultados foram evidenciados pela ampliação das interações sociais e pelo uso da função social da escrita com autorepresentação, autonomia e autoafirmação. Desse modo, houve a ressignificação de subjetividades de dominação, em subjetividades afirmativas. O estudo permite concluir que a comunicação digital via Facebook contribuiu para o processo de inclusão digital dos sujeitos, desnaturalizando a ideologia da deficiência/normalidade, importante aspecto fomentador de escolas e sociedades acolhedoras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research is motivated by the relevance of written language in social participation and subjectivation, as well as the difficulty of its appropriation by people with intellectual disability. The study investigated the effects of digital communication via Facebook in the emergence of cognitive strategies and the subjectivation of people with intellectual disabilities in the context of mediation. This is qualitative research with socio-historical orientation, carried out with three young people with Down syndrome, capable of producing alphabetical writing and using digital environments. Each subject participated in eight sessions mediated by students of Pedagogy. The results reveal the emergence of cognitive strategies, which were expanded at the end of the study. On the other hand, there was a decrease in mediation strategies. The data suggest that the social network Facebook and the mediation strategies used in that digital environment contributed to the subjectivation of the participants. These results were demonstrated by the amplification of social interactions and the use of the social function of writing with self-presentation, autonomy, and self-affirmation. In this way, there was the re-signification of subjectivities of domination, in affirmative subjectivities. The study allows concluding that digital communication via Facebook contributed to the digital inclusion process of the subjects, denaturing the ideology of the deficiency/normality, an important aspect that fosters welcoming schools and societies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La relevancia de la lengua escrita en la participación social y en la subjetivación, así como la dificultad de su apropiación por personas con discapacidad intelectual, motivó la realización de esta investigación. El estudio investigó los efectos de la comunicación digital vía Facebook en la emergencia de estrategias cognitivas y en la subjetivación de personas con discapacidad intelectual en contexto de mediación. Se trata de una investigación cualitativa con orientación socio-histórica, realizada con tres jóvenes con síndrome de Down, capaces de producir escritura alfabética y de utilizar ambientes digitales. Cada sujeto participó de ocho sesiones mediadas por estudiantes de Pedagogía. Los resultados revelan la emergencia de estrategias cognitivas, que fueron ampliadas al término del estudio. Por otro lado, hubo la disminución de las estrategias de mediación. Los datos sugieren que la red social Facebook y las estrategias de mediación utilizadas en ese ambiente digital contribuyeron a la subjetivación de los participantes. Tales resultados fueron evidenciados por la ampliación de las interacciones sociales y por el uso de la función social de la escritura con auto representación, autonomía y autoafirmación. De ese modo, hubo la ressignificación de subjetividades de dominación, en subjetividades afirmativas. El estudio permite concluir que la comunicación digital vía Facebook contribuyó al proceso de inclusión digital de los sujetos, desnaturalizando la ideología de la discapacidad/normalidad, importante aspecto fomentador de escuelas y sociedades acogedora.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Deficiência intelectual]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão digital]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias cognitivas]]></kwd>
<kwd lng="pt"><![CDATA[Subjetivação]]></kwd>
<kwd lng="en"><![CDATA[Intellectual disability]]></kwd>
<kwd lng="en"><![CDATA[Digital inclusion]]></kwd>
<kwd lng="en"><![CDATA[Cognitiv estrategies]]></kwd>
<kwd lng="en"><![CDATA[Subjectivation]]></kwd>
<kwd lng="es"><![CDATA[Deficiencia intelectual]]></kwd>
<kwd lng="es"><![CDATA[Inclusión digital]]></kwd>
<kwd lng="es"><![CDATA[Estrategias cognitivas]]></kwd>
<kwd lng="es"><![CDATA[Subjetivación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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