Interações criança-criança e a coconstrução da linguagem: uma análise qualitativa

Abstract

This paper discusses the contributi ons of interacti ons between peers in the learning process of children with special needs. It is based on a qualitati ve study guided by socio-constructi vist theory, which examined the communicati on strategies used in interacti ve episodes, recorded on video. The study parti cipants were fi ve children aged between 4 and 5 years, and two of these children are twin sisters who had developmental delays of oral language. The study indicates that the interacti ve contexts are criti cal for learning: it was found that the interacti ons of children with language disorders require the use of diff erent communicati on strategies, which results in several possibiliti es for development. We conclude, however, that although inclusive space off ers diff erent possibiliti es for development, it needs pedagogical mediati on aiming to overcome possible obstacles.