<?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>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382015000100075</article-id>
<article-id pub-id-type="doi">10.1590/S1413-65382115000100006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Formação de Conceitos em Alunos com Deficiência Intelectual: o Caso de Ian]]></article-title>
<article-title xml:lang="en"><![CDATA[Concept Formation in Students with Intellectual Disabilities: the Case of Ian]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BRAUN]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NUNES]]></surname>
<given-names><![CDATA[Leila Regina d'Oliveira de Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<volume>21</volume>
<numero>1</numero>
<fpage>75</fpage>
<lpage>92</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382015000100075&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382015000100075&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382015000100075&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[este artigo apresenta um recorte de uma pesquisa de doutorado, com alunos que apresentam defici&#234;ncia intelectual, matriculados em uma escola regular da rede p&#250;blica do Rio de Janeiro, entre os anos de 2009 e 2012. A pesquisa-a&#231;&#227;o colaborativa e a abordagem hist&#243;rico-cultural foram as bases te&#243;rico-metodol&#243;gicas para investigar a elabora&#231;&#227;o dos processos de ensino e aprendizagem e a forma&#231;&#227;o de conceitos por um aluno com defici&#234;ncia intelectual. Os epis&#243;dios da intera&#231;&#227;o professor aluno, filmados na sala de aula e na sala de recursos, indicaram possibilidades de a&#231;&#245;es pedag&#243;gicas com vistas a situa&#231;&#245;es de ensino conducente &#224; constru&#231;&#227;o de conceitos pelo aluno com defici&#234;ncia intelectual. Al&#233;m disso, constatou-se que a abordagem te&#243;rico-metodol&#243;gica foi favor&#225;vel &#224; organiza&#231;&#227;o, de forma colaborativa, das atividades de ensino, pelas professoras de sala de aula e da sala de recursos, com procedimentos de ensino mais adequados ao processo de aprendizagem do aluno com defici&#234;ncia intelectual, na escola regular.Tal proposta se coaduna com a perspectiva de ensino de qualidade para todos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article presents part of a doctoral study with students who have learning disabilities, who were enrolled in a regular public school in Rio de Janeiro between the years 2009 and 2012. Collaborative action research and cultural-historical approach were the theoretical and methodological bases to investigate the development of both processes of teaching and learning and the formation of concepts by a student with intellectual disabilities. From episodes filmed in the classroom and in the resource room, the data collected and analyzed indicated possibilities of pedagogical action aimed at concept construction situations by students with intellectual disabilities. Furthermore, it was found that the theoretical-methodological approach was favorable to cooperative organization of educational activities by teachers in the classroom as well as in there source room, with the most suitable teaching procedures to ensure learning conditions for students with intellectual disabilities in regular school. This proposal is consistent with the perspective of quality education for all.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência intelectual]]></kwd>
<kwd lng="pt"><![CDATA[Formação de conceitos]]></kwd>
<kwd lng="pt"><![CDATA[Abordagem histórico-cultural]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa-ação-colaborativa]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Intellectual Disability]]></kwd>
<kwd lng="en"><![CDATA[Concept Formation]]></kwd>
<kwd lng="en"><![CDATA[Cultural-Historical Approach]]></kwd>
<kwd lng="en"><![CDATA[Collaborative Action-Research]]></kwd>
</kwd-group>
</article-meta>
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