<?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>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc.]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172010000200027</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172010120203</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CONTEXTOS COMUNICACIONAIS ADEQUADOS E INADEQUADOS À INCLUSÃO DE ALUNOS COM DEFICIÊNCIA VISUAL EM AULAS DE MECÂNICA]]></article-title>
<article-title xml:lang="en"><![CDATA[ADEQUATE AND INADEQUATE COMMUNICATIONAL CONTEXT FOR THE INCLUSION OF VISUALLY-IMPAIRED STUDENTS IN MECHANIC CLASSES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camargo]]></surname>
<given-names><![CDATA[Eder Pires de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nardi]]></surname>
<given-names><![CDATA[Roberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista Júlio de Mesquita Filho Faculdade de Engenharia ]]></institution>
<addr-line><![CDATA[Ilha Solteira SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista Júlio de Mesquita Filho Faculdade de Ciências ]]></institution>
<addr-line><![CDATA[Bauru SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2010</year>
</pub-date>
<volume>12</volume>
<numero>2</numero>
<fpage>27</fpage>
<lpage>48</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172010000200027&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172010000200027&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172010000200027&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente artigo encontra-se inserido dentro de um estudo que visa identificar as principais barreiras para a inclus&#227;o de alunos com defi ci&#234;ncia visual em aulas de F&#237;sica. Objetiva compreender os contextos comunicacionais que favorecem e os que dificultam a participa&#231;&#227;o efetiva do aluno cego em atividades de mec&#226;nica. Para tal, define, a partir das estruturas emp&#237;rica e sem&#226;ntico-sensorial, a linguagem utilizada nas ativi dades, bem como o momento e o padr&#227;o discursivo em que essas lingua gens foram empregadas. Como resultado, identifica a rela&#231;&#227;o entre o emprego de linguagem de estrutura emp&#237;rica audiovisual interdependente em epis&#243;dios n&#227;o-interativos/de autoridade, o decrescimento da utiliza &#231;&#227;o de tal estrutura nos epis&#243;dios interativos, a cria&#231;&#227;o de ambientes segregativos de ensino no interior da sala de aula, e a frequente utiliza&#231;&#227;o de linguagem de estrutura emp&#237;rica t&#225;til-auditiva interdependente nesses ambientes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article is inserted in a study aimed at the identification of the main barriers for the inclusion of visually-impaired students in Physics classes. It focuses on the understanding of the communication context which facilitates or hardens the effective participation of students with visual impairment in Mechanics activities. To do so, the research defines, from empirical - sensory and semantic structures, the language to be applied in the activities, as well as, the moment and the speech pattern in which the languages have been used. As a result, it identifies the rela tion between the uses of the interdependent audio-visual empirical lan guage structure in the non-interactive episodes of authority; the decrease in the use of this structure in interactive episodes; the creation of educa tional segregation environments within the classroom and the frequent use of the interdependent tactile-hearing empirical language structure in such environments.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de mecânica]]></kwd>
<kwd lng="pt"><![CDATA[deficiência visual]]></kwd>
<kwd lng="pt"><![CDATA[contexto comunicacional.]]></kwd>
<kwd lng="en"><![CDATA[Mechanics teaching]]></kwd>
<kwd lng="en"><![CDATA[visual impairment]]></kwd>
<kwd lng="en"><![CDATA[communicational context.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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