<?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>2238-121X</journal-id>
<journal-title><![CDATA[Comunicações]]></journal-title>
<abbrev-journal-title><![CDATA[Rev.Comunic]]></abbrev-journal-title>
<issn>2238-121X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Metodista de Piracicaba]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-121X2016000400259</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.v23nespp259-273</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Algumas questões sobre a linguagem oral de crianças com síndrome de down]]></article-title>
<article-title xml:lang="es"><![CDATA[Algunas cuestones a cerca del lenguaje oral de ninos con síndrome de down]]></article-title>
<article-title xml:lang="en"><![CDATA[Some questions about the oral language in children with down syndrome]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ghirello-Pires]]></surname>
<given-names><![CDATA[Carla Salati Almeida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Sudoeste da Bahia  ]]></institution>
<addr-line><![CDATA[Vitória da Conquista BA]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>23</volume>
<numero>3</numero>
<fpage>259</fpage>
<lpage>273</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2016000400259&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2016000400259&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2016000400259&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Este trabalho objetiva produzir conhecimento a respeito das especificidades da linguagem oral das crian&#231;as com s&#237;ndrome de Down (SD) na etapa da educa&#231;&#227;o infantil, contrapondo-se &#224; perspectiva patologizante e reducionista a respeito do como se configura a aquisi&#231;&#227;o da linguagem desses indiv&#237;duos visando auxili&#225;-los nesse processo e inclusive aos seus professores. O estudo ancora-se na Teoria Hist&#243;rico-Cultural (THC), a qual considera que toda crian&#231;a pode aprender, embora possa faz&#234;-lo por caminhos diferentes, e isso acontece, tamb&#233;m, com as crian&#231;as SD, que apresentam especificidades em rela&#231;&#227;o &#224; apropria&#231;&#227;o da linguagem, mas passam pelas mesmas etapas como qualquer crian&#231;a. Os dados foram coletados longitudinalmente em situa&#231;&#245;es interacionais e em locais distintos. Os resultados demonstram que embora passem pelas mesmas etapas, as crian&#231;as SD necessitar&#227;o de um tempo maior para sistematizar o conhecimento internalizado, sendo notada a presen&#231;a de processos fonol&#243;gicos como dessonoriza&#231;&#227;o, apagamento de s&#237;laba &#225;tona e, tamb&#233;m, o estilo telegr&#225;fico. Isso ocorre na fala de qualquer crian&#231;a, mas nas crian&#231;as SD esses processos ir&#227;o permanecer por mais tempo, atribuindo uma caracter&#237;stica infantilizada &#224;s suas produ&#231;&#245;es. Nesse processo, a presen&#231;a do mediador/professor &#233; determinante, pois fornecer&#225; modelos necess&#225;rios para uma efetiva internaliza&#231;&#227;o da linguagem, nessas crian&#231;as.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Este trabajo objetiva producir conocimientos sobre especificidades del lenguaje oral de ni&#241;os con s&#237;ndrome de Down (SD) en la etapa de la educaci&#243;n infantil contraponi&#233;ndose a la perspectiva patol&#243;gica y reduccionista con respecto al hecho de c&#243;mo se configura la adquisici&#243;n del lenguaje de esos indiv&#237;duos, visando auxiliarlos en ese proceso e, incluso, a los profesores. El estudio se ancla en la Teoria Historico Cultural (THC), que considera que todo ni&#241;o puede aprender, aunque lo haga por caminos distintos de los dem&#225;s, y ello ocurre, tambi&#233;n, con ni&#241;os SD, que presentan especificidades en cuanto a la apropiaci&#243;n del lenguaje, sin enbargo pasan por etapas iguales a cualquier otro ni&#241;o. Los datos fueron recolectados longitudinalmente en situaciones de interacciones y en sitios distintos. Los resultados demuestran que apesar de que pasen por las mismas etapas de los ni&#241;os cuyo desarrollo es t&#237;pico, los SD necesitar&#225;n de un tiempo mayor para sistematizarel conocimiento interiorizado, siendo percebida la presencia de procesos fonol&#243;gicos como la falta de sonido, apagamiento de s&#237;laba &#225;tona y, tambi&#233;n, el estilo telegr&#225;fico. Ello ocurre en el habla de cualquier ni&#241;o, pero en los ni&#241;os SD ir&#225;n permanecer por m&#225;s tiempo, lo que presta una caracter&#237;stica infantil a sus producciones. En este proceso, la presencia del mediador/profesor es determinante, pues ofrecer&#225; modelos necesarios para una efectiva interiorizaci&#243;n del lenguaje, en esos ni&#241;os.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  This study aims to produce Knowledge about oral language of children with Down syndrome (DS) in the stage of early childhood education, counteracting the pathologizing and reductionist perspective on how to set up the language acquisition of these individuals aiming to help them in this process and even their teachers. The study is anchored in the Theory Cultural History (THC), that believes that every child can learn, although it may do so in different ways, and this happens also with SD children who have specific in relation to the appropriation of language, but they go through the same steps as any child. Data were collected along in interactional situations and in different places. The results show that while passing through the same stages the SD children need a longer time to systematize the internalized knowledge, and noted the presence of phonological processes as desonorization, deletion of unstressed syllables and also the telegraphic style. This is the speech of any child, but children in SD will stay longer which lends a childish feature to their productions. In this process the presence of the mediator / teacher is crucial as provide models necessary for effective internalization of language, these children.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Síndrome de Down]]></kwd>
<kwd lng="pt"><![CDATA[Linguagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="es"><![CDATA[Síndrome de Down]]></kwd>
<kwd lng="es"><![CDATA[Lenguaje]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
<kwd lng="en"><![CDATA[Down syndrome]]></kwd>
<kwd lng="en"><![CDATA[Language]]></kwd>
<kwd lng="en"><![CDATA[Children Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
