The studies on the influence of social factors on language acquisition were largely influenced by the criticism made to Chomsky's ideas. Researchers following the social interaction perspective disagree with Chomsky and stress the influence of input on language acquisition. This perspective recognises the role of social interaction between adult and child, especially the mother, in the development of infant language. The relationship is characterised by a bidirectional model in which both parts contribute to the course of interaction. In this perspective, language is considered communication, and so initiate before the emission of words. The aim of this paper is to present the explanations of Social Interaction perspective regarding children's language acquisition. Maternal speech styles (motherese) and their influence on child's language, and different input styles are discussed, considering the child's characteristics.

The present study aimed to investigate Brazilian mothers' socialization goals. The participants in the study were 349 primiparous mothers, whose ages ranged from 17 to 47 years (mean = 26.6 years), who had children aged between 1 and 48 months (mean = 16.4 months). The families were living in seven different cities representing each of the five geographical regions of the country. A scale to evaluate the families' socio-economic status and an interview about socialization goals were used. The answers were coded in five categories defined in previous studies: self-maximization, self-control, lovingness, proper demeanor, and decency. Comparison of the means showed that Brazilian mothers gave more emphasis to self-maximization and proper demeanor than to the other categories, presenting a pattern that fosters the development of children's autonomous-relational selves. The intracultural variation found was related to the different cities studied. GLM results showed main effects of both city size and mothers' educational level on their socialization goals. These findings contribute to the understanding of characteristics of socialization goals related with autonomy and sociocentrism.

ResumoEste estudo objetivou analisar as concepções de pais e professores acerca da criança autista e do seu processo de Parents and teachers conceptions about the inclusion of autistic children Abstract The purpose of this study was to analyze parents and teachers conceptions with respect to autistic children and the process of school inclusion of these children. Six teachers of regular schools in the city of João Pessoa-PB and eight parents of children diagnosed with Autism Spectrum Disorder participated in this research. Interviews were recorded and transcribed and the data submitted to content analysis. The results indicated that parents demonstrated expectations towards the children socializationand academic learning while the strategies outlined by the teachers emphasized the adoption of practices more focused on socialization. It was also noted that parents, as they followed their children development, and teachers, as they had contact with autistic children, reported more positive expectations concerning these children. Knowing the concepts of parents and teachers as regards autistic children is essential to understand that the successful implementation of school inclusion may be achieved through the active participation of both parties.

RESUMO: o espectro autista é caracterizado por prejuízos desde os primeiros anos de vida nas áreas de interação social, comunicação e comportamento. Os aspectos relacionados à etiologia, às possibilidades terapêuticas e à inserção em escolas regulares não são conclusivos, dado que evidencia a importância de estudos na área. O presente estudo tem como objetivo analisar as interações sociais de crianças com espectro autista nos contextos de escolas regulares, considerando a mediação das professoras. Participaram deste estudo 42 crianças, das quais quatro crianças têm o diagnóstico de espectro autista, entre três e cinco anos de idade, e quatro professoras de duas escolas regulares particulares. Os resultados demonstraram que a mediação das professoras se caracterizou pelo uso de diretivos linguísticos e apoio físico. A participação das crianças com espectro autista em termos interacionais se caracterizou por comportamentos mais frequentes de olhar pessoas, iniciativa dirigida à ação, resposta adequada e sorriso. Nesse sentido, compreender como as crianças com espectro autista interagem com as pessoas e objetos em ambientes escolares e como são realizadas as mediações pelas professoras nesses momentos são aspectos de grande relevância para a elaboração de estratégias de intervenção que favoreçam a interação social e o processo de inclusão escolar. PALAVRAS-CHAVE:Educação Especial. Autismo. Inclusão Escolar. Interação Social. ABSTRACT:The autistic spectrum is characterized by losses beginning in the early years of life in the areas of social interaction, communication and behavior. Aspects related to the etiology, therapeutic possibilities and inclusion in regular schools are not conclusive, which shows the importance of studies in the area. This study aims to analyze social interactions of children with autistic spectrum disorders in mainstream school contexts, considering the mediation of teachers. The participants were 42 children, of whom four children had been diagnosed with autistic spectrum disorder, between three and five years old, and four teachers from two regular private schools. The results showed that the mediation of the teachers was characterized by the use of linguistic directives and physical support. The participation of children with autistic spectrum disorder in interactional terms was characterized most frequently by behaviors such as looking at people, initiative directed to action, appropriate response and smile. In this sense, understanding how children with autistic spectrum disorders interact with people and objects in school settings and how mediations are conducted by teachers in such moments is highly relevant for elaborating intervention strategies to promote social interaction and the process of school inclusion.

N o presente estudo, busca-se compreender a maternidade adolescente fundamentando-se na Teoria Geral dos Sistemas. Segundo Bertalanffy (1982) os sistemas -que podem ser fechados ou abertos -são um conjunto de elementos ou subsistemas que se relacionam entre si e com o meio em busca de um resultado final. O sistema "fechado" é aquele em que não existe intercâmbio com o meio, ou seja, está orientado para o progressivo caos interno, desintegração e morte. Já o sistema "aberto" é "um sistema em troca de matéria com seu ambiente, apresentando importação e exportação, construção e demolição dos materiais que o compõem" (p. 193 AbstractMaternity in the perspective of adolescent mothers and their mothers. In the present study it was investigated the subsystem adolescent mothers and their mothers from low income background. It was specifically investigated: the initial reaction to the pregnancy, the conceptions on the adolescent's maternity and the role carried out by the grandmothers. A semi-structured interview was elaborated based on a pilot study. The interviews were recorded, transcribed and later analyzed according to the technique of content analysis proposed by Bardin (1976). In this research 25 grandmothers and 25 adolescent mothers participated. It was verified that, the initial unfavourable reactions on pregnancy prevailed in the adolescents and their mothers reports. In what refers to the exercise of the maternity, it was verified that there was a favourable conception, mainly from the adolescents. However, some grandmothers emphasized aspects related to the adolescents' immaturity and impatience with their babies. It was also verified that the maternal grandmother exercised the following roles: taking care/ supporting; teaching/ guiding; mother's role; evaluating and controling.Key words: Maternity, Adolescents, Grandmothers.A família é considerada um sistema aberto, devido ao movimento de seus membros, dentro e fora da interação de uns com os outros e com os sistemas extrafamiliares, num constante fluxo de informação. Assim, os comportamentos ou fatos ligados a um dos membros familiares influenciam e são influenciados pelos dos outros. Também é de fundamental importância ressaltar que, no grupo familiar, cada elemento que o compõe é um subsistema, assim como as díades avô(ó)-neto(a), avô(ó)-pai(mãe), marido-mulher, mãe(pai)-filho(a), entre outras.Através da Teoria Geral dos Sistemas o que se pode compreender sobre a maternidade adolescente? Como os