<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742016000400010</article-id>
<article-id pub-id-type="doi">10.1590/198053143717</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Currículo escolar e deficiência: contribuições a partir da pesquisa-ação colaborativo-crítica]]></article-title>
<article-title xml:lang="en"><![CDATA[School curriculum and disability: contributions of a collaborative critical action-research]]></article-title>
<article-title xml:lang="fr"><![CDATA[Les programmes scolaires et le handicap: contributions de la recherche-action collaborative-critique]]></article-title>
<article-title xml:lang="es"><![CDATA[Curriculum escolar y discapacidad: contribuciones desde la investigación-acc ión colaborativa-crítica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Magalhães]]></surname>
<given-names><![CDATA[Rita de Cássia Barbosa Paiva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[Marcia Torres Neri]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[Natal Rio Grande do Norte]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[Ipiaú Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>46</volume>
<numero>162</numero>
<fpage>1124</fpage>
<lpage>1147</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742016000400010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742016000400010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742016000400010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objetivo analisar o currículo de uma escola pública, em particular aspectos relacionados à inclusão de estudantes com deficiência expressos no espaço escolar e em situações coletivas de uma formação continuada desenvolvida na referida escola. Com base numa pesquisa-ação colaborativo- -crítica no contexto da educação básica junto a 26 professores e um intérprete de Língua Brasileira de Sinais - Libras -, o estudo revelou não somente a prevalência de padrões homogeneizantes, a exemplo do caso típico de todos os estudantes com deficiência postos juntos em uma mesma turma do ensino regular, bem como a necessidade do espaço formativo para os docentes na escola. Notadamente, os estudos curriculares oportunizam a (re)discussão da inclusão escolar sem desarticulá-la do contexto macro da educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to analyze the curriculum of a specific public school, in particular the aspects related to the inclusion of disabled students within the school's space and in collective situations of continuous training developed at the school. The research, based on a collaborative-critical action-research in the context of basic education with 26 teachers and one interpreter of Brazilian Sign Language - Libras -, reveals the prevalence of homogenizing standards, as shown by the typical example of placing all students with disabilities in the same regular classes, as well as the need for a formative space for school teachers. Mainly, the curriculum studies bring the opportunity to (re)discuss school inclusion without disarticulation of the macro context of education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé: L'objectif de cet article est d'analyser les programmes des cours d'une école publique, tout particulièrement les aspects qui se réfèrent à l'inclusion des étudiants handicapés dans l´espace scolaire et dans des situations collectives liées à une experience de formation continue de cette école. Une recherche-action collaborative-critique auprès de 26 professeurs et d'un interprète de la Langue Brésilienne des Signes - Libras -, met en évidence non seulement la prédominance de modèles homogénéisants comme, par exemple, le cas typique de mettre les étudiants handicapés dans des classes régulières, mais aussi la nécessité d'avoir, au sein de l'école, un espace de formation pour les enseignants. Les études des programmes favorisent notamment la (re)discussion de l'inclusiomn scolaire sans la détacher du contexte global de l'éducation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo analizar el plan de estudios de una escuela pública, en particular los aspectos relacionados con la inclusión de los estudiantes con discapacidad manifestados en el espacio escolar y en situaciones colectivas de una formación continua desarrollada en la citada escuela. Basado en una investigación-acción colaborativa-crítica en el contexto de la educación básica con 26 profesores y un intérprete de Lengua Brasileña de Señales -Libras-, el estudio mostró no exclusivamente la prevalencia de estándares homogeneizantes, como es el caso típico de colocar todos los estudiantes con discapacidad en todos los clase regular, mas también la necesidad de un espacio de formación para los docentes en la escuela. En particular, los estudios curriculares dan oportunidad de (re)discutir la inclusión escolar sin desarticularla del contexto macro de la educación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pesquisa-Ação]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão Escolar]]></kwd>
<kwd lng="en"><![CDATA[Action-Research]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Handicaps]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="fr"><![CDATA[Recherche Action]]></kwd>
<kwd lng="fr"><![CDATA[Curriculum]]></kwd>
<kwd lng="fr"><![CDATA[Handicap]]></kwd>
<kwd lng="fr"><![CDATA[Inclusion Scolaire]]></kwd>
<kwd lng="es"><![CDATA[Investigación-Acción]]></kwd>
<kwd lng="es"><![CDATA[Curriculum]]></kwd>
<kwd lng="es"><![CDATA[Discapacidad]]></kwd>
<kwd lng="es"><![CDATA[Inclusión Escolar]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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