<?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>S1413-65382016000200253</article-id>
<article-id pub-id-type="doi">10.1590/S1413-65382216000200008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Subjetividade Social da Escola e os Desafios da Inclus&#227;o de Alunos com Desenvolvimento At&#237;pico]]></article-title>
<article-title xml:lang="en"><![CDATA[School Social Subjectivity and the Challenges of School Inclusion of Students with Atypical Development]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[Geandra Cláudia Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MARTÍNEZ]]></surname>
<given-names><![CDATA[Albertina Mitjáns]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Cear Centro de Educação, Ciências e Tecnologia da Região dos Inhamuns - CECITEC ]]></institution>
<addr-line><![CDATA[Ceará ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Nacional de Brasília - UnB Faculdade de Educação Departamento de Teoria e Fundamentos]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>253</fpage>
<lpage>268</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382016000200253&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382016000200253&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382016000200253&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: a presente pesquisa objetivou analisar os principais elementos da subjetividade social de uma institui&#231;&#227;o de ensino p&#250;blico, para refletir sobre os desafios concretos a serem enfrentados ante a inclus&#227;o escolar de alunos com desenvolvimento at&#237;pico. A inclus&#227;o escolar constitui-se um desafio de natureza organizacional, pol&#237;tica, pedag&#243;gica, cultural e subjetiva dos atores e das institui&#231;&#245;es que comp&#245;em os sistemas de ensino. A subjetividade social, uma das categorias centrais da Teoria da subjetividade, &#233; o arcabou&#231;o te&#243;rico definido para fundamentar este estudo. Para atingir o objetivo proposto, optamos pela Epistemologia Qualitativa com o prop&#243;sito de ancorar as constru&#231;&#245;es te&#243;rico-metodol&#243;gicas. A pesquisa foi realizada por meio de estudo de caso, que correspondeu ao acompanhamento da experi&#234;ncia pedag&#243;gica de uma escola p&#250;blica de ensino fundamental. Optamos por instrumentos escritos e n&#227;o escritos, dentre os quais citamos: entrevista, din&#226;mica conversacionais, observa&#231;&#245;es, an&#225;lise dos documentos da escola. Participaram da investiga&#231;&#227;o membros do n&#250;cleo gestor e professores da escola. Tendo em vista o estudo de caso analisado, entendemos que a tend&#234;ncia dominante da subjetividade social da institui&#231;&#227;o de ensino mostrou-se desfavor&#225;vel ao enfrentamento dos desafios propostos pela educa&#231;&#227;o inclusiva &#224; escola. Conclu&#237;mos, assim, que o enfrentamento dessa realidade requer uma produ&#231;&#227;o de sentidos subjetivos dos atores da escola que favore&#231;a repensar concep&#231;&#245;es e a&#231;&#245;es educativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This study was carried out to analyze the main elements of social subjectivity in a public educational institution, to reflect on the concrete challenges to be confronted in the school inclusion of students with atypical development. School inclusion is a challenge diverse nature that compose the educational systems: organizational, political, pedagogical, cultural and subjective actors and institutions. Social subjectivity, one of the central categories of the subjectivity theory, is the theoretical framework defined to support this study. We chose, to achieve this purpose, the Qualitative Epistemology in order to anchor the theoretical and methodological construction. The research was conducted through case study, which corresponded to following the teaching experience of a public elementary school. We choose to written and unwritten instruments, among which we mention: interview, conversational dynamics, observations, analysis of school documents. School management members and teachers participated in the investigation. Regarding of the case study analysis, we believe that the dominant trend of social subjectivity of educational institutions proved to be unfavorable to face the challenges posed by inclusive education to school. In conclusion, we identified that confronting this reality requires a production of subjective senses on school factors, which favors rethinking conceptions and educational activities.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Psicologia do Desenvolvimento]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[School inclusion]]></kwd>
<kwd lng="en"><![CDATA[Psychology of Development]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[<em>Obras escogidas</em>: Problemas del desarrollo de la psique]]></source>
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<volume>Tomo 3</volume>
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<source><![CDATA[<em>Curr&#237;culo, espa&#231;o e subjetividade:</em> a arquitetura como programa]]></source>
<year></year>
<edition>2. ed</edition>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
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<article-title xml:lang="en"><![CDATA[A medicalização da vida do deficiente como barreira para a inclusão social]]></article-title>
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<source><![CDATA[<em>Nos limites da a&#231;&#227;o:</em> preconceito, inclus&#227;o e defici&#234;ncia]]></source>
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<page-range>69-78</page-range><publisher-loc><![CDATA[São Carlos ]]></publisher-loc>
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