<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982025000100204</article-id>
<article-id pub-id-type="doi">10.1590/0102-469849296</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ATENDIMENTO EDUCACIONAL ESPECIALIZADO EM ESCOLAS DE TEMPO INTEGRAL]]></article-title>
<article-title xml:lang="es"><![CDATA[ATENCIÓN EDUCATIVA ESPECIALIZADA EN ESCUELAS DE TIEMPO INTEGRAL]]></article-title>
<article-title xml:lang="en"><![CDATA[SPECIALIZED EDUCATIONAL ASSISTANCE IN FULL-TIME SCHOOLS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GOMES-SILVA]]></surname>
<given-names><![CDATA[AMANDA SANTANA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MENDES]]></surname>
<given-names><![CDATA[ENICÉIA GONÇALVES]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>41</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982025000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982025000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982025000100204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: As propostas contemporâneas de políticas educacionais inclusivas e sustentáveis, como a da Educação Especial na Perspectiva da Educação Inclusiva e da Educação Integral em Tempo Integral, são fundamentais para a superação de desigualdades. Aos estudantes do público da Educação Especial, as políticas educacionais brasileiras recomendam a oferta de Atendimento Educacional Especializado (AEE) no contraturno escolar, assim como preveem o aumento da oferta de Educação em Tempo Integral. O presente estudo visou analisar como o AEE funciona em escolas de tempo integral, dado que o estudante deve permanecer por sete horas-relógio, em média, na unidade educacional, e consequentemente com perdas de direitos, ou ao AEE ou à participação plena nas atividades da turma. A coleta de dados envolveu documentos, questionários e observação sistemática e entrevistas com professores de três escolas de tempo integral com matrícula de estudantes do público da Educação Especial. Os resultados, delimitados às entrevistas com os professores do ensino comum e do AEE, sugerem que as políticas de Educação Integral e Educação Especial na perspectiva da educação inclusiva tem propósitos e finalidades congruentes, porém, na prática, há ainda conflitos entre as duas políticas, que demandam redefinição do AEE.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Las propuestas contemporáneas de políticas educativas inclusivas y sostenibles, como la de la Educación Especial en la Perspectiva de la Educación Inclusiva y de la Educación Integral de Tiempo Integral, son fundamentales para la superación de desigualdades. A los estudiantes del público de la Educación Especial, las políticas educativas brasileñas recomiendan la oferta de Atención Educativa Especializada (AEE) en el contraturno escolar, como también prevén el aumento de la oferta de Educación a Tiempo Integral. El presente estudio tuvo como objetivo analizar cómo funciona la AEE en las escuelas de tiempo integral, dado que el estudiante debe permanecer en promedio siete horas reloj en la unidad educativa, consecuentemente, con pérdida de derechos, ya sea a la AEE o a la participación plena en actividades con sus clases. La recolección de datos involucró documentos, cuestionarios y observación sistemática y entrevistas con docentes de tres escuelas de tiempo completo con matrícula de estudiantes del público de educación especial. Los resultados, limitados a las entrevistas con docentes de educación regular y de AEE, sugieren que las políticas de Educación Integral y Educación Especial en la perspectiva de la educación inclusiva tienen propósitos y fines congruentes, sin embargo, en la práctica aún existen conflictos entre ambas políticas, que demandan una redefinición de la AEE.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Contemporary proposals for inclusive and sustainable educational policies, such as Special Education from the Perspective of Inclusive Education and Full-Time Integral Education, are essential to overcome inequalities. Brazilian educational policies recommend offering Specialized Educational Services (SES) to students in the Special Education population after school hours, as well as providing for an increase in the provision of Full-Time Education. This study aimed to analyze how the SES works in full-time schools, given that students must remain in the educational unit for an average of seven hours, and consequently lose their rights to either SES or full participation in their class activities. Data collection involved documents, questionnaires and systematic observation and interviews with teachers from three full-time schools with special education students enrolled. The results, limited to interviews with regular education and SES teachers, suggest that the Integral Education and Special Education policies have purposes and goals that are congruent; however, in practice there are still conflicts between the two policies, which demand a redefinition of SES.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação especial]]></kwd>
<kwd lng="pt"><![CDATA[políticas públicas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[abordagem do ciclo de políticas]]></kwd>
<kwd lng="pt"><![CDATA[atendimento educacional especializado]]></kwd>
<kwd lng="pt"><![CDATA[educação integral]]></kwd>
<kwd lng="es"><![CDATA[educación especial]]></kwd>
<kwd lng="es"><![CDATA[políticas públicas educativas]]></kwd>
<kwd lng="es"><![CDATA[enfoque del ciclo de políticas]]></kwd>
<kwd lng="es"><![CDATA[atención educativa especializada]]></kwd>
<kwd lng="es"><![CDATA[educación integral]]></kwd>
<kwd lng="en"><![CDATA[special education]]></kwd>
<kwd lng="en"><![CDATA[educational public policies]]></kwd>
<kwd lng="en"><![CDATA[policy cycle approach]]></kwd>
<kwd lng="en"><![CDATA[specialized educational assistance]]></kwd>
<kwd lng="en"><![CDATA[integral education]]></kwd>
</kwd-group>
</article-meta>
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